Learning Styles and Self-regulation: An Associational Study on High School Students in Iran

Ehsan Safari, Mahshid Hejazi

Abstract


Self-regulation plays an important role in academic circumstances. If a learner wants to be called a self-regulated person, he or she should independently plan, monitor, and evaluate his or her own learning. Some students possess these properties subconsciously and some others do not. This study is aimed at investigating the relationship between different learning styles and self-regulation on the third grade high school students in Mashhad. The participants were 155 high school students. The Data collection instruments which were used in this study were Kolb’s learning styles questionnaire (LSI) (1976) and Pintrich, & De Groot (1990) self-regulation inventory. They were used to examine the relationship between the four learning styles that are converging, diverging, assimilating, and accommodating with the participants’ self-regulation. The results showed that there is a positive relationship between each learning style and self-regulation. They also showed that the participants who practiced converging and assimilating learning styles were more self-regulated as compared with those who practiced diverging and accommodating learning styles.

DOI: 10.5901/mjss.2017.v8n1p463


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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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