Comparison of Cmponents of Self-Regulated Learning Strategies and Academic Performance in Students with Healthy and Unhealthy Life Style

Document Type : Research Article

Authors

1 Associate Professor, Department of Educational Psychology, Faculty of Humanities, Hormozgan University, Hormozgan, Iran

2 Master of Educational Psychology, Bandar Lengeh Branch, Islamic Azad University, Hormozgan, Iran

Abstract

Objective: The aim of this study was to compare the components of self-regulated learning strategies and student’s academic performance with healthy and unhealthy sixth grade elementary school in Roodan.
Method: The design of the present study was a descriptive causal-comparative study. The statistical population of the study consisted of all sixth-grade students (males and females) in Roodan City in the academic year of 2019-20, whose population consisted of 480 students, according to Cochran's table, the sample is 214 people, but for more certainty, 250 students (125 female students, 125 male students) were selected and studied by simple random sampling. To collect information used the Self-Regulated Learning Strategies Questionnaire (MSLQ, 1990); The Life Style of Miller and Smith (LSQ, 1998) and to evaluate the academic performance The written grade point average of the first semester. Data were analyzed using one-way and multivariate analysis of variance using statistical software (SPSS23).
Results: The results of multivariate analysis of variance showed that there is a significant difference between self-regulated learning strategies and students' academic performance with healthy and unhealthy lifestyle. (P ≤ 0.001) In other words, healthy life style improves academic performance and self-regulation.
Conclusion: The results of this study showed students who choose a healthy life style have less risky behaviors, are more prone to personal growth, have high academic performance, have a good ability to control emotions and deal with issues and make appropriate decisions. In situational assessment, cognitive assessment and coping activities have positive strategies for better self-regulation and better control over emotions.

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 10, Issue 18
June 2022
Pages 203-222

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