Mahboubeh Soleimanpour Omran; Ali Eslami; Toktam Vosoughi Motlagh
Abstract
Purpose: The aim of this study was to investigate the relationship between perceptions of classroom perceptions and self-regulated learning strategies on students' academic achievement. Methodology: The present study was applied in terms of purpose and descriptive-survey in terms of type of research. ...
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Purpose: The aim of this study was to investigate the relationship between perceptions of classroom perceptions and self-regulated learning strategies on students' academic achievement. Methodology: The present study was applied in terms of purpose and descriptive-survey in terms of type of research. The statistical population included all high school students in Sabzevar city in the academic year of 2018-19. Using the Cochran's formula and clustering method, the number of 322 people was selected as a sample. Data collection tools included the Pinterich and DeGrout Self-Regulation Learning Strategy Questionnaire (MSLQ) (1990), the Center for Perceptual Assessment of Gentry Classmates et al. (2002), and the McMinner Academic Progress Questionnaire (ISM) (1992). Data analysis was performed using Pearson correlation coefficient test and regression and structural equation modeling to investigate the fit of structural equation model with the collected data, using SPSS software version 21 and AMOS version 18 in a significant 0.05 system. Results: The research findings indicate that perceptions of school activities and self-regulated learning strategies on academic performance were positive and significant among high school students in Sabzevar (P <0.005). Conclusion: According to the findings, self-regulatory education has been effective in increasing learning and performance strategies and they have reported higher use of cognitive strategies, metacognitive strategy and resource management strategies and also had high academic performance.
