The Relationship Between Self Regulation And Academic Achievement In Lebanese Private Elementary School Students

Author : Imad Emile Rubeiz
Publisher :
ISBN 13 :
Total Pages : 188 pages
Book Rating : 4.:/5 (786 download)

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Download or read book The Relationship Between Self-regulation and Academic Achievement in Lebanese Private Elementary School Students written by Imad Emile Rubeiz and published by . This book was released on 1995 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the following research was to check : (a) if there is any statistically significant relationship between the overall self-regulatory strategies scores and academic achievement , (b) if there is any statistically significant relationship between any of the selected four self-regulatory strategies scores and academic achievement , (c) which of the four self-regulation strategies has relatively more weight in predicting academic achievement, (d) if there is any significant gender-difference in overall use of self-regulation strategies , (e) how would the relationship between self-regulation (total and subtotal strategies scores) and academic achievement compare across type of school , and (f) whether there would be any significant correlation between students' self-regulation scores as reported by students themselves and as reported by their respective teachers . The self-regulation strategies under investigation were the following : (a) goal-setting , (b) self-consequating , (c) self-monitoring , and (d) reviewing records . GPA was taken as the measure for academic achievement. A review of the literature was then presented. An overview of the methodology was presented concerning the sampling procedures , administration of the test , and analysis of the results . The instrument was a questionnaire administered to 315 Lebanese fourth and fifth grade students - 8.5 to 9.5 years - representing two school orientations , namely ( Lebanese and American . Test-retest reliability coefficient of the instrument after 30 days interval was observed to be r = .83 at p .001 . Means and standard deviations were calculated for each category . Simple correlation coefficients were calculated to determine whether there existed any significant relationship between (a) overall self-regulation scores and GPA and (b) scores on separate self-regulation strategies and GPA . Multiple regression was performed to see whether any of the four strategies had relatively more weight in predicting GPA . A f-test was conducted to see whether any significant gender-difference existed in overall use of self-regulation strategies and achievement . The same statistical tests just mentioned - i.e. simple correlation , multiple regression , and /-test - were performed again to check whether any statistical differences existed in the sample if we compare results across type of school . Overall use of strategies was not correlated with GPA neither in Lebanese orientation schools nor in American orientation schools . In fact , correlation coefficients were found to be r = .24 and r = -.01 respectively , both at p .05 . Among strategies , no separate strategy was found to be significantly correlated with GPA neither in Lebanese orientation schools nor in American orientation schools . Multiple regression showed that goal-setting had the highest weight among other strategies in predicting GPA in the Lebanese orientation schools ; while no separate strategy showed to have any significant weight in predicting GPA in the American orientation schools too . T-test showed no significant gender-difference neither in the Lebanese orientation schools nor in the American orientation schools in overall use of self-regulation strategies . Finally , simple correlation showed no relation between self-regulation strategies use as reported by students themselves and as reported by those students' respective teachers . Results were discussed in terms of social cognitive interpretation of self-regulation . Recommendations for further research were also presented at the end.