Introduction: Based on self-regulation learning theory, cognitive components are considered motivational and academic performance of a series of intertwined and related entities. This study investigated the relationship between self-regulated learning strategies and motivational beliefs and academic performance of students enrolled at Alborz University of Medical Sciences in 2016.
Method: :In this analytical cross-sectional study, 352 students at Alborz University of Medical Sciences studying in year 2016 were enrolled in the study through stratified random sampling. The Motivated Strategies for Learning Questionnaire (MSLQ) assessment device was used to collect data and the students’ average scores were used to assess the academic performance of Students intheir course works. The data were analyzed by SPSS-V. 19 software using descriptive statistics and ANOVA, t-test and Pearson correlation co-effiicients.
Results: There was a positive and significant correlation between the dimensions of cognitive learning strategy and academic achievement. (p<0.05). There was no significant correlation between meta-cognitive learning strategies and academic achievement (p<0.05). In general, the higher the student's average score was, the higher the mean cognitive domain and the average of motivational beliefs were.
Conclusion: It seems that by designing educational intervention strategies for self-regulation learning and strengthening motivational beliefs in students of Alborz University of Medical Sciences, better academic achievements can be anticipated.
 

Keywords: cognitive and metacognitive strategies, academic performance, self-regulation

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