the effectiveness of teaching motivation self-regulatory strategies in academic self-efficacy with the moderating role of the effects of mastery-oriented and performance-oriented goals among students

Introduction: in the time being, teaching selfregulation to learners is a critical concern which helps them to adapt themselves to changes and unpredictable events easily. hence, the present study examined the effectiveness of teaching motivational selfregulation strategies in academic selfefficacy with the moderating role of the effects of masteryoriented and performanceoriented goals among firstlevel high school students. method: the present study was a semiexperimental with a pretest, posttest and a control group. the population consisted of 4752 grade 9 students in karaj. the selfefficacy was measured among students. data were then collected and multivariate analysis of covariance was used for data analysis. results: the results showed that teaching motivational selfregulation strategies (msrss) had a significant positive effect on students’ academic selfefficacy (p<0.05), whereas the effect of teaching masteryoriented and performanceoriented goals on selfefficacy was insignificant. conclusion: it can be concluded that teaching msrss has a positive effect on the academic selfefficacy of firstyear high school students. however, performanceoriented and masteryoriented goals cannot moderate the effects of teaching msrss on selfefficacy.