the effectiveness of teaching self-adjustment-based learning strategies in understanding students’ competencies and motivational beliefs

Background: self-adjustment-based learning is an important educational, scholarly, and experimental approach in educative, cog- nitive, and clinical psychology. objectives: the present study was aimed to examine the effectiveness of teaching self-adjustment-based learning strategies in un- derstanding of islamic azad university’s (research and science unit in tehran) students’ competencies and motivational beliefs. methods: research method was practical in terms of objective; and in terms of data collection method, it was quasi-experimental with pre-test, post-test type. the statistical population of the study consisted of all psychology students in islamic azad university, from whom 30 individuals were selected for a control group (15 individuals) and an experimental group (15 individuals), using a convenience sampling method. data were collected using a self-made questionnaire for competency comprehension and pintrich and degroot’s motivational strategies for learning questionnaire. the analysis of the obtained data was done through spss software in two sections: descriptive (frequency, percentile frequency, mean, standard deviation, and variations) and inferential (covariance analysis). results: results showed that teaching self-adjustment-based learning strategies affects islamic azad university’s psychology stu- dents’ understanding of competencies and motivational beliefs. in addition, findings showed that due to self-adjustment-based learning strategies, students’ understanding of competencies increased. conclusions: teaching self-adjustment-based learning strategies helps to enhance motivational beliefs.