firouzeh sepehrian azar; Amjas Eghbali
Volume 2, Issue 8 , May 2015, , Pages 17-30
Abstract
The aim of this study was to determine the relationship between the Kolb learning style and positive and negative academic emotions with self - regulation. The research method was descriptive and correlation. The population of this research consisted of all high school students of Saqqez city (7000 student) ...
Read More
The aim of this study was to determine the relationship between the Kolb learning style and positive and negative academic emotions with self - regulation. The research method was descriptive and correlation. The population of this research consisted of all high school students of Saqqez city (7000 student) in 2013-2014 school year. To achieve our aim, first, 363 students (182 female and 181 male) were selected by multiphase cluster random sampling from this population as samples of this study. Then, the academic emotions questionnaire of Pekrun, Geuetz, Frenzel (2005), strategies forself regulated learning Questionnaire of Pintrich and De Gegroot (1990) and kolb learning style inventory (2007) were used as instruments for data collection. The data were analyzed by using mean, standard deviation, Pearson correlation, and step by step regression. The results showed that there is no meaningful relation between Kolb learning style and self - regulation learning. Enjoy of classroom and hope was positively associated with self - regulation and, anxiety, boredom and anger was negatively associated with self- regulation. The results of stepwise regression analysis reveals that learning styles and academic emotions describe 29 percent of self - regulation. Academic emotions can predict self regulation learning that enjoy of classroom was the best predictor of self - regulation among them.
