International Journal of Education and Management Studies

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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
     

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

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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