The role of Self regulated learning strategies in psychological well being condition of students

被引：17

作者：

Tavakolizadeh, Jahanshir ^{[1
]}

Yadollahi, Hassan ^{[1
]}

Poorshafei, Hadi ^{[1
]}

机构：

[1] Gonabad Univ Med Sci, Fac Med, Dept Basic Sci, Gonabad, Iran

来源：

INTERNATIONAL CONFERENCE ON EDUCATION & EDUCATIONAL PSYCHOLOGY (ICEEPSY 2012) | 2012年 / 69卷

关键词：

self regulation learning strategies; psychological well-being; Students;

D O I：

10.1016/j.sbspro.2012.12.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Psychological well being components has a basic role in students as in school achievement as in mental health. Although, the studies have showed that self regulation play a main role on mental health, but any study has done that show the relationship between of self-regulated learning strategies and positive mental health especially psychological wellbeing. The aim of the present study was to determine the relationship between students' self regulation learning strategies and psychological wellbeing condition at the first grade of high schools of Gonabad in the school year 2010-2011. At this descriptive-analytical research, based on Morgans table, The sample size included 141 boys and 128 girls that were selected as cluster sampling method. Pintrich and Dygrout's self-regulation and Ryff's psychological well-being questionnaires were used for data collection. Data gathered were analyzed using SPSS-16 software program and regression test. The results showed that total self regulation learning strategies as well as cognitive and meta-cognitive strategies, goal orientation, and intrinsic value have the positive role and test anxiety had a negative role in prediction of psychological well-being. According to the results, self regulation learning strategies has a positive effect on positive dimensions mental health of students or psychological well being condition. Thus, it is recommended teaching of self regulated learning strategies for students as a promotive strategy in mental health. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive - Counselling, Research & Conference Services C-crcs.

引用

页码：807 / 815

页数：9

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