Presentation Schedule
An Investigation into the Interrelation Between Learners’ Self-regulated Learning, Self-determined Motivation, and Academic Persistence: a Review of Iranian EFL Learners at the Tertiary Level (103294)
Session Chair: Karen Chung-chien Chang
Thursday, 26 March 2026 09:00
Session: Session 1
Room: Room 607 (6F)
Presentation Type: Oral Presentation
This paper examines the relationships among self-regulated learning (SRL), self-determined motivation (SDM), and school persistence among Iranian college students learning English as a Foreign Language (EFL). Drawing on research from educational psychology and language acquisition, it synthesizes findings on how motivation (intrinsic versus extrinsic), learning strategies (cognitive, metacognitive, and resource management), and persistence-related behaviors (completing courses, dedicating study time, and recovering from setbacks) influence academic outcomes. The study also considers cultural and contextual factors specific to Iranian higher education—such as language policies, classroom practices, and social expectations—that may affect these relationships. The review highlights several consistent findings: (1) higher levels of self-motivation are associated with more frequent and effective use of SRL strategies; (2) SRL serves as a strong predictor of persistence and academic success, often mediating the impact of motivation on outcomes; and (3) educational and cultural contexts shape the expression of motivation and SRL, thereby influencing persistence. Methodological limitations are noted, including a scarcity of longitudinal studies, limited use of mixed-methods approaches, and insufficient application of structural equation modeling within Iranian EFL populations. The paper concludes with practical recommendations for educators and curriculum developers—such as fostering learner autonomy, explicitly teaching SRL strategies, and supporting institutional practices—and proposes directions for future research, including longitudinal and intervention studies tailored to the Iranian college EFL context.
Authors:
Mohammad Sharafi, University of Pecs, Iran
About the Presenter(s)
PHD student in Educational Research , University of Pecs
Connect on Linkedin
https://www.linkedin.com/in/Mohammad Sharafi/
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