International Journal of Education and Management Studies

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

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


Affiliations
1 Department of Counseling, Marvdash Branch, Islamic Azad University, Marvdasht, Iran, Islamic Republic of
2 Department of Educational Sciences, Farhangian University, Iran, Islamic Republic of
     

   Subscribe/Renew Journal


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 1990self regulated learning questionnaire and Hermance 1970 educational progress questionnaire and Torrence 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 dimensionjust 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 dimension except development with educational progress have significant direct relation in level less than 0.05.

Keywords

Self-Regulated Learning, Creativity, Educational Progress Motivation.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Asemian, F. (2005). The study of relationship between cognitive styles (divergent, convergent, absorbent & adaptive), self-regulation learning and academic achievement components of secondary school students in Tabriz secondary school in the academic year of2004-84, BSc. Senior Faculty of Tabriz University.

  • Bouffard, B., Rechard, T., Paren, S., & laviree, S. (2007). Self-regulation on a concept formation task among Average and Gifted students. Journal of Experimental Child Psychology, 55(1), 115-134.

  • Chang, C.Y. (2009). A study of the relation ship between college students academic performance and their cognitive type, meta cognition an self-regulated factors. Journal of Educational Psychology, 24,145-161.

  • Diwodi, M. (2009). Comparison of the effect of three methods of creating creativity in increasing the creativity of secondary school students in Shahrekord. Iran Journal of Psychiatry and Clinical Psychology, 75(1), 57-62.

  • Fayemarsha, G.C. (2006). Effects of self regulated learning on mathematics achievement of selected southeast Asian children. Journal of Instructional Psychology, 3, 80-87.

  • Fleith, S.,Renzuli, D., &Westberg, J. (2009). Effects ofa creativity training program on divergent thinking abilities and self-concept in monolingual and being classrooms. Journal of Creativity Research, 14, 373-386.

  • Ghasemzadeh, H. (1996). Talents and creativity skills and ways to test and cultivate it. Torrance, Paul, Eeyore. (Author). Tehran: The New World Edition.

  • Haghighat, Z. (1998). Comparing the cognitive and factor strategies of high school students in general and specialized courses. Quarterly Journal of Educational Innovations, 25, 124.

  • Karami, J. (2011). The relationship between self-esteem and emotional intelligence with academic performance of students. National Conference on Cognitive Science Findings in Education.

  • Khosravi, M. (2010). Investigating the relationship between cognitive strategies of self-regulatory learning and creativity with academic performance. National Conference on Cognitive Science Findings in Education.

  • Khademi, M., & Noshadi, A. (2006). Relationship between goal orientation and self-regulation of learning and academic achievement in pre-university students in Shiraz. Journal of Humanities and Social Sciences University ofShiraz, 25(4-49), 63-78.

  • Mann, L. (2006). Creativity: The essence of mathematics. Journal for Education of the Gifted, 30,236-260.

  • Mohammad, A.Z. (2008). The relationship between self-regulatory learning strategies and motivational beliefs with academic achievement in the students of Oshneyeh state high schools. Master's thesis, Faculty of Educational Sciences and Psychology. Alzahra University.

  • Mohsenpour, M. (2007). The role of self-efficacy, goals of progress, learning strategies and sustainability in academic achievement in mathematical education. Quarterly Journal of Educational Innovations, 16, 35-60.

  • Mehrabizadeh, M. (2011). Investigating the relationship between cognitive strategies of self-regulation learning and creativity and academic performance. Gachsaran.

  • Mehrabizadeh, M. (2011). Investigating the relationship between cognitive strategies of self-regulation learning and creativity and academic performance. Gachsaran.

  • Pirihahi, A. (2008). Creative Creation. Tehran: Thousand Phoenix Ghoghns Publications.

  • Pintrich, P. R., & DeGischolar_main, E. V. (1990). Motivational self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.

  • Runco, M.A. (2007). Achievement sometimes requires creativity. Journal of High Ability Studies, 18, 75-77.

  • RaisSaeedi, A.A. (2007). Notes on the theory of motivation in education and education. https://www.oxfamnovib.nl/.../281-24%20Teacher%20Motivation%20Report.pdf

  • Saeyf, A.A. (2009). Psychology ofbreeding. Tehran: Knowledge Publishing.

  • ShiraziTehrani, A. (2002). The relationship between motivational beliefs and self-regulatory learning strategies with academic performance of male and female students of Isfahan high schools. Master's Thesis. Faculty of Psychology and Educational Sciences, Isfahan.

  • Samadi, P. (2007). Effect of educational and educational self-regulatory methods on academic achievement. Cognitive Science Novelties, 9(1), 40-48.

  • Torrance, E.P (1988). The nature of creating as manifest in its testing. InRJ. Sternbery (Ed), The nature of creativity: Contemporary psychological views (pp. 43-45). New York: Cambridge University Press.

  • Weinstein, C.E., & Hume, L.M. (1998). Study strategies for lifelong learning. WashingtonD.C.,APA.


Abstract Views: 260

PDF Views: 0




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

Abstract Views: 260  |  PDF Views: 0

Authors

Sedigheh Ahmadzadeh
Department of Counseling, Marvdash Branch, Islamic Azad University, Marvdasht, Iran, Islamic Republic of
Hossein Aflakifard
Department of Educational Sciences, Farhangian University, Iran, Islamic Republic of

Abstract


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 1990self regulated learning questionnaire and Hermance 1970 educational progress questionnaire and Torrence 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 dimensionjust 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 dimension except development with educational progress have significant direct relation in level less than 0.05.

Keywords


Self-Regulated Learning, Creativity, Educational Progress Motivation.

References