چکیده:
The purpose of this study was to investigate the role of mediation of study habits in the relationship between progressive motivation and self-regulation learning in first-grade students. The research method was descriptive correlational. The statistical population of this study included all the high school students in the 2nd district of Kerman city of 3900 students in the academic year of 2018. According to the Morgan table, 350 random stratified random sampling methods (as compared to students' gender) have been selected as sample. To collect the data, Buffard et al. (1994) self-regulation questionnaires, Kazemi's Educational Achievement Motivation (2007) and Pulessani and Sharma (1989) study habits have been used. The data were analyzed using SPSS23 software and descriptive statistics including mean and standard deviation of inferential statistics of Pearson correlation coefficient and Sobel test were used. According to the results of the study, there is a significant relationship between progressive motivation and self-regulation (p <0.05); there is a significant relationship between the developmental motivation and the study habits (p <0.05); between the study habits and the self- There are (p <0.05); study habits have a mediator role in the relationship between progress and self-regulation (p <0.05).
خلاصه ماشینی:
The Mediating Role of Study Habits in the Relationship between the Motivation of Progress with Self-Regulation Learning of Students Zohre Jafarkhani* Ph. D.
Department of Educational Psychology, Islamic Azad University of Kerman, Kerman, Iran Abstract The purpose of this study was to investigate the mediation role of study habits in the relationship between progressive motivation and self-regulated learning in first-grade students.
The results of longitudinal studies on the role of self-regulating strategies in academic performance have shown that learning goals are a good predictor of high-level cognitive strategies, adherence, time management skills, and "value of a task", and these have a direct relationship with performance and academic achievement (Wolters, 2015).
According to the literature, self-regulation of learning comes from several factors one of which is academic motivation considering the mediating role of study habits.
Therefore, to fill the gap, the present study aimed at determining the mediating role of study habits in the relationship between academic motivation and self-regulation of secondary school students in the second part of Kerman.
In light of the foregoing, the researchers sought to answer this question: Do study habits have a mediator role in the relationship between the motivation for progress and the self-regulation of student learning?
The results of the research also showed that there is a direct and significant relationship between the study habits and self-regulation of students' learning.
The results also displayed that the study habits have a mediator role in the relationship between student's progress and self-regulation of student learning.