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

Subject Areas : Educational Science

علی رضایی شریف ¹ (هیات علمی)
علی خالق خواه خالق خواه ² (هیات علمی)
حمیرا احمدی ممکانی ³ (دانش آمخته)

Received: 2016-08-25 Accepted : 2017-09-29 Published : 2003-12-22

Keywords: thinking styles, Self-regulation learning, homework purpose,

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.