The Investigation of the Relationship of Self-Regulation of Learning and Creativity With Academic Achievement of Sixth Grade Elementary School Student in Fasa

The aim of this article is the investigation of the relationship of self regulation of learning and creativity with academic achievement. This research society was all boys grade 6 in Fasa city in 2014-2015. To do this study the descriptive correlation was used among them 100 selected in clustering random sampling and the research was done on them and in order to collect information all of them completed Pentrich-Degrout (1990); self regulated learning questionnaire and Hermance (1970); educational progress questionnaire and Torense (1974) verbal creativity questionnaire. Information was analyzed using Pearson correlation coefficient statistical methods and multiple regression analysis in step by step method using SPSS and these results obtained: There is significant positive relation between creativity and rate of students educational progress. In addition the variable creativity has more effective role in predicting students educational progress. There is no a significant relationship between self-regulated learning and educational progress motivation, and among self-regulated learning dimentions just there is a significant and reverse relationship between surveillance and control to educational progress motivation in level less than 0.05, and also the research results indicated that all creativity dimentions except development with educational progress have significant direct relation in level less than 0.05.