The role of interest, self efficacy and academic self regulation in predicting academic achievement of students of Islamic Azad University
The purpose of this study is analyzing the role of self regulation (memory strategies, goal setting, self evaluation, help finding, the environment structure, learning commitment, organizing) interest (focus, satisfaction, confidence, communication) and self efficacy in predicting academic achievement of students. Therefore, 265 post graduate student of counseling major who were studying in second semester of 2014 were selected through cluster sampling and a Motivational Strategies Learning (MSLQ) test, interest and self regulation were conducted on them. The results showed that among subtests of academic self regulation, only subtest of self evaluation has ability to predict academic achievement and among subtests of interest only subtests of confidence has ability to predict academic achievement, but self efficacy is not able to predict students' progress. Also by using structural equation modeling it showed that there is no direct and indirect significant relationship between interest, self efficacy and self regulation. Using adapting model criteria, the conceptual model is consistent with the measurement model. Keywords Interest; self regulation; self efficacy; academic achievement.