The Role of Motivational Beliefs and Metacognitive Strategies in the Development of Students’ Self-Directed Learning
Keywords:
Motivational beliefs, Metacognitive strategies, Self-directed learning, Students, Thematic analysis, TehranAbstract
This study aimed to explain the role of motivational beliefs and metacognitive strategies in the development of self-directed learning among students in Tehran. This qualitative study was conducted using thematic analysis. The participants consisted of 24 upper-secondary school students from Tehran who were selected through purposive sampling with maximum variation from public and non-public schools. Data were collected exclusively through semi-structured interviews. The interview process continued until theoretical saturation was reached; no new substantive theme emerged after the twenty-first interview, and three additional interviews were conducted to confirm the stability of the categories. All interviews were transcribed verbatim and analyzed using NVivo software through open coding, axial organization, and theme development. To enhance the trustworthiness of the findings, member checking, peer review, analytic memo writing, constant comparison, and careful documentation of the analytic process were employed. Data analysis led to the identification of five main categories: intrinsic motivational orientation and meaningfulness of learning, academic self-efficacy and perceived competence, metacognitive goal-setting and planning, continuous monitoring of understanding and strategy adjustment, and the role of school and family contexts in strengthening or weakening self-directed learning. The findings indicated that students who connected learning with personal goals, intrinsic interests, and future educational aspirations were more prepared to select learning resources, regulate study time, evaluate their progress, and revise ineffective strategies. Moreover, small experiences of success, teacher feedback, family support, and opportunities for classroom choice played a significant role in enhancing students’ learning autonomy. The results suggest that students’ self-directed learning is shaped by a dynamic interaction among motivational beliefs, metacognitive strategies, and supportive educational contexts. Accordingly, promoting self-directed learning requires learning environments in which students can set their own learning goals, monitor their learning processes, analyze their mistakes, and gradually assume responsibility for their learning while receiving appropriate support from teachers and families.
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