Factors Affecting Academic Achievement of High School Students in Distance Education Centers in Kashan
نویسندگان
1 Ph D Candidate in Educational Technology
2 Master of Educational Technology, Allameh Tabatabaei University, Tehran, Iran
3 Associate Professor in Education, Tarbiat Modares University, Tehran, Iran.
4 University of Applied Science and Technology, Tehran, Iran
doi
چکیده
This study investigated the relationships among self-regulated learning, motivation for academic achievement and self-concept in prediction of academic achievement of male high school students studying through distance education system in Kashan Province, Iran. A cross-sectional, descriptive- correlational design was conducted among all male high schools students in Kashan’s distance education centers during 2015-2016(n=718). Using a multistage cluster sampling, 270 students were selected. Data were collected using Herman’s achievement motivation questionnaire (1970), the Pintrich & De Groot self-regulated learning scale (1990) and Becks self-concept scale (1990). Stepwise regression analysis was employed in the SPSS version 20. The results showed that self-regulated learning, motivation for academic achievement and self-concept had significant positive relationships and predicted academic achievement statistically (p
