چکیده (انگلیسی):

The aim of the paper was to determine the causal model of personality traits, motivational beliefs and
self-regulated learning strategies. It was hypothesized that There were meaningful relationships between personality
traits and motivational beliefs with students’ use of self-regulated learning strategies. Some personality traits such as
Conscientiousness and motivation beliefs like self-efficacy predict students’ use of self-regulated learning strategies.
Motivational beliefs have a mediating role between personality traits and self-regulated learning strategies.
Participants were 460 Iranian second grade high-school students, from Gonbad e Kavvoos city (243 girls and 217 boys)
who educate in mathematics, experimental, and humanistic major, selected by clustered sampling. The Measures
were the Motivated Strategies for Learning Questionnaire and NEO five factors Inventory. Results showed that some
personality traits such as conscientiousness, openness and agreeableness affect intrinsic goal orientation as
motivational beliefs and in turn self-regulated learning strategies in general. There was a causal model for intrinsic
goal orientation, self-efficacy and task value.