摘要：The purpose of this study was to examine the effect of self-regulated learning strategies training on students’ motivational beliefs toward mathematics. The authors argue self-regulated learning strategies training could positively effect the students’ motivational beliefs toward mathematics. For this a pre-test & post-test experimental design were conducted. The subjects were 66 Iranian ninth grade female students divided into two equal sized groups. At first, both an experimental and a control groups completed self-motivated strategies questionnaire for learning scale. The experimental group then participated in a self-regulated learning strategies training program for 16 hours. Next, both groups again completed questioners. MANOVA analyses of the resulting data showed self-regulated strategies training improve significantly students’ motivational beliefs toward mathematics. Moreover, the use of self-regulated strategies not only can increase engagement in mathematics assignments but also leads to deeper information processing, greater academic achievement and, in turn, increased motivation.
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