چکیده (انگلیسی):

The purpose of this study was to examine the relationship between knowledge monitoring and
motivation as defined by self-efficacy and goal orientations. A path model was proposed to
hypothesize the causal relations among predictors of the students’ total score in the Educational
Psychology course. The sample consisted of undergraduate students enrolled in two sections of
the Educational Psychology course at a large Midwestern university. The data collection process
took place during two semesters (Fall 2010 and Spring 2011). Subjects completed a knowledge
monitoring assessment (KMA) and combined scale of self-efficacy and goal orientations online.
Results of the study confirmed the positive correlations between knowledge monitoring, selfefficacy, mastery goals, and total exam score. The path analysis revealed that two predictors had
significant direct effects on total score, knowledge monitoring and mastery goals. Self-efficacy
had a significant direct effect on mastery goals. Although self-efficacy significantly correlated
with total score, the parameter between self-efficacy and total score was not significant.
Knowledge monitoring did not significantly correlate with self-efficacy and mastery goals. The
path analysis revealed no significant exogenous parameters from or to performance goals. The
current study provided some insights in understanding the relationship between knowledge
monitoring and motivation as defined by self-efficacy and goal orientations. Recommendations
and suggestions for future research were discussed.