ABSTRACTThis study examined to assess whether school climate variables predicted students' academic self-regulation and achievement motivation and compared how these variables acts in two types of high school (public and selective ) in Urmia City. Using multi-measure research design involving 197 high school students and we compared prediction of these students' academic achievement ( The Academic Motivation Scale) and Academic Self-Regulation Questionnaire (SRQ-A) by the classroom and School Community Inventory. Hierarchical regression analyses revealed that the school climate predicted the students' academic self-regulation significantly, but the school climate did not predict either achievement motivation significantly. In addition, no significant differences were found between public and selective high schools. Our results suggest that academic self-regulation could be encouraged through the main factor as school climate.
Marzieh Arefi, Islamic Azad University, Iran
Hamedeh Ghobadi, Islamic Azad University, Iran
Stream: Student Learning, Learner Experiences and Learner Diversity
This paper is part of the IICEDubai2016 Conference Proceedings (View)
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