Abstract The aim of the current research is to investigate the relationship between self-regulation learning and achievement motivation with academic performance among high school students in Sari. The method of study is correlational in nature. The population co More
Abstract The aim of the current research is to investigate the relationship between self-regulation learning and achievement motivation with academic performance among high school students in Sari. The method of study is correlational in nature. The population consisted of 4895 students during the second educational year of 2009-2010 in Sari high schools. The sample consisted of 324 students (151 boy students and 171 girl students) who were selected using stratified random sampling method from among high school students. The research instrument was a 31-item questionnaire by Zimmerman and Pons (1986) for self-regulated learning strategies (MLSQ) with a reliability of (a=%89) and a 29-item questionnaire for achievement motivation (MAI) with a reliability of (a=%73). The data were analyzed using testing statistical significance, coefficient of determination, and for comparing independent group t-test and Multivariate Analysis of Variance (MANOVA) and regression were used. The findings showed that there is a significant difference between self-regulation learning strategies and achievement motivation. Results showed that there is a significant difference between self-regulation learning strategies among boys and girls. Also, there is a significant difference between self-regulation learning strategies and students' achievement motivation. Besides, there is a significant difference between self-regulation learning strategies and academic performance of the students. However, there is not any significant difference between gender and achievement motivation.
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