STUDENTS SELF-REGULATED LEARNING AND THEIR PARENTS* SELF-REGULATION:THE ROLE OF GENDER AND PERFORMANCE ACHIEVEMENT

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SAMADI M.

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Journal: JOURNAL OF PSYCHOLOGY AND EDUCATION Year:2004 | Volume:34 | Issue:1 Page(s): 157-175

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Title

STUDENTS SELF-REGULATED LEARNING AND THEIR PARENTS* SELF-REGULATION:THE ROLE OF GENDER AND PERFORMANCE ACHIEVEMENT

Author(s)

SAMADI M. | Issue Writer Certificate

Keywords

SELF-REGULATED STRATEGIES. LEARNING. PARENTS* SELF- REGULATION.GENDER. PERFORMANCE ACHIEVEMENTQ4

Abstract

The aim of this study is comparing s,elf-regulated learning strategies in both students and their parents by focusing on the role of gender and performance achievement. The sample contained 120 girl and boy students in first grade secondary school in Tehran which were selected by random sampling. Data was collected through students self-regulated learning strategies questionnaire and parents self-regulated questionnaire. Data analysis showed that there isnt significance diffrences between girls and boys in self-regulated learning strategies and there isnt significance differences between girls parents and boys parents in self-rgulation. But there is significant diffrences between Self-regulation high and moderate achieving groups with the low achieving ones, and also there is significant diffrences between parents of self-regulation high and moderate achieving groups with the low achieving ones.

Cites

References

METACOGNITIVE KNOWLEDGE AND MATHEMATICAL PROBLEM SOLVING: THE ROLE OF GENDER AND PERFORMANCE ACHIEVEMENT

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APA: Copy

SAMADI, M.. (2004). STUDENTS SELF-REGULATED LEARNING AND THEIR PARENTS* SELF-REGULATION:THE ROLE OF GENDER AND PERFORMANCE ACHIEVEMENT. JOURNAL OF PSYCHOLOGY AND EDUCATION, 34(1), 157-175. SID. https://sid.ir/paper/55754/en

Vancouver: Copy

SAMADI M.. STUDENTS SELF-REGULATED LEARNING AND THEIR PARENTS* SELF-REGULATION:THE ROLE OF GENDER AND PERFORMANCE ACHIEVEMENT. JOURNAL OF PSYCHOLOGY AND EDUCATION[Internet]. 2004;34(1):157-175. Available from: https://sid.ir/paper/55754/en

IEEE: Copy

M. SAMADI, “STUDENTS SELF-REGULATED LEARNING AND THEIR PARENTS* SELF-REGULATION:THE ROLE OF GENDER AND PERFORMANCE ACHIEVEMENT,” JOURNAL OF PSYCHOLOGY AND EDUCATION, vol. 34, no. 1, pp. 157–175, 2004, [Online]. Available: https://sid.ir/paper/55754/en

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