Examining the relationship between self-regulated learning and thinking styles with the homework purposes of the students

Subject Areas : Educational Science

ali rezaei sharif ¹ ( استادیار دانشگاه محقق اردبیلی، اردبیل، دانشگاه محقق اردبیلی، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی )
ali khaleghkhah ² ( استادیار دانشگاه محقق اردبیلی، اردبیل، دانشگاه محقق اردبیلی، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی )
homeyra ahmadi mamakani ³ ( کارشناسی ارشد رشته تحقیقات آموزشی، دانشگاه محقق اردبیلی، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی )

Received: 2016-08-25 Accepted : 2017-08-31 Published : 2017-05-22

Keywords: thinking styles, Keywords: homework purpose, learning-oriented reasons, adult-oriented reasons, peer-oriented reason, Self-regulation learning,

Abstract :

The present study attempted to investigate the relationship between self-regulated learning, thinking styles and the homework purposes of students. Sample of 347 students (175 boys and 172 girls) were selected from the high school of Ardabil city by the stratified sampling method. The results were collected from the self-regulated learning strategies questionnaire (Pintrich& De Groot, 1990), thinking styles Inventory (Sternberg & Wagner, 1992) and HPS (Xu, 2010). The results showed that there was a positive relationship and significant between self-regulated learning and homework purpose understanding of students and self-regulated learning showed itself a stronger predictor for learning-oriented reasons homework purposes. The results of the Pearson correlation coefficient showed that there was a positive and significant relationship between three types of thinking styles and learning-oriented reasons. Also, enter multiple regression analysis showed that executive thinking style is a stronger predictor for understanding of homework purpose understanding of students. The results of the present research revealed not only the importance of adoption of learning-oriented reasons of homework purposes by the students, but also the importance of their adoption of executive thinking style in the educational system.