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

Ahmadi Mamakani, Homeira and Rezaeisharif, Ali and Khalegkhah, Ali and Moradi, Masoud (2015) Examining the relationship between self-regulated learning and thinking styles with the homework purposes of the students. Masters thesis, university of Mohaghegh Ardabili.

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Abstract

The present study attempted to investigate the relationship between self-regulated learning, thinking styles and the homework purposes of students. The high school, (second grade) Area 1 and 2 students of Ardabil city the number of 26125 people consisted the population. Sample of 347 students (175 boys and 172 girls) were selected from the intended community by the stratified sampling method. This research is descriptive correlational. The results were collected from the self-regulated learning strategies questionnaire (Pintrich & De Groot, 1990), thinking styles Inventory (Sternberg & Wagner, 1992) and homework purposes scale (Xu, 2010). The reliability and validity coefficient of self-regulated learning and thinking styles have been desirable and the psychometric features of the HPS showed that the HPS was a reliable and valid tool for measuring homework purposes of high school students. In analyzing the data, descriptive and inferential statistics such as Pearson correlation and regression were used. 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 among three thinking styles with dimensions of homework purposes also showed that there was a positive and significant relationship between three types of thinking styles and learning-oriented reasons. Among the three types of thinking styles, only there was a significant and positive co-relationship between executive thinking style and the three kinds of the dimension of homework purposes. The results of regression analysis indicated that of self-regulated learning and thinking styles predicts 20 percent of the changes of the homework purposes. 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.

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