عنوان مقاله [English]
The aim of this study was to examine the effect of achievement motivation level on cognitive engagement, self-regulating learning, and the use of cognitive strategies.The statistical population of the research comprised all male/female middle school students enrolling in academic year 2012-2013 in the city of Ramian that including 503 students. Using krejcie and morgan table of determining sample size and random cluster sampling, 216 middle school students were selected as sample. Among them, 94(43%)were male and 122(56%) were female.The research had a expost facto method. Cognitive engagement’Data collected from school engagement questionnaire. This Questionnaire developed by Wang, Willett & Eccles based on the theoretical framework proposed by Fredricks, Blumenfeld & Paris. Another measurement tool was Hemans' Achievement Motivation Test .Data were analyzed usingindependent T-test. The results showed that there existed significant differences between the average score of student group with high achievement motivation and student group with low achievement motivation on the scale of cognitive engagement and the subscales of self-regulating learning, and cognitive strategies.