HasanAli Veis Karami; Saeideh Sabzian; Fatemeh Pirjavid; Hoshang Garavand
Volume 2, Issue 5 , July 2015, , Pages 81-94
Abstract
In recent decades, creating and fostering self-regulated learning skills in students has become one of the educational goals.thus, The purpose of this study was to investigate the relationship between self-regulated learning strategies and with perception of parenting styles of students in Ferdowsi University ...
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In recent decades, creating and fostering self-regulated learning skills in students has become one of the educational goals.thus, The purpose of this study was to investigate the relationship between self-regulated learning strategies and with perception of parenting styles of students in Ferdowsi University of Mashhad. The research method was descriptive correlational. Statistical population included all undergraduate students of Ferdowsi University of Mashhad. The statistical population mentioned a size sample of 352 individuals (30% male and 70% female) were selected by random stratified relative. Research instruments were the “Perception of Parents Scale” (POPS)., and the “students achievement goal orientations & -motivated strategies for learning questionnaire (MSLQ)”. Data was analyzed by using both descriptive (Mean, and standard deviation) and inferential statistics (Pearson correlation, Multiple regression, Multivariate Analysis of Variance). The results of Pierson Correlation Coefficient revealed that there is significant and minus relationship between Authoritarian style with self-regulatory and cognitive learning strategies (P<0/05). But there is significant and positive relationship between Authoritative style with self-regulatory and cognitive learning strategies. Results of multiple regression revealed that self-regulatory and cognitive learning strategies can be predicted by Authoritative style (P<0/05). In addition, the results of MANOVA indicated that there is significant difference between male and female students in authoritative styles, self-regulatory and cognitive learning strategies (P<0.05). but there is significant difference between in educational groups only in self-regulatory learning strategies. Parents must be informed of the results of the research and the correct style of parenting as pamphlets, workshops, special sessions and had taught them.
