Investigating the Relationship between Self-regularity Learning and Self-regularity among Iranian Students

Abstract

The purpose of this study is to investigate the relation between self-directed learning and self-directed evaluation among the students of Esfahan Azad Universities in three different departments (Humanities, Basic Sciences and Technical Engineering). Results showed that in relation to the first research question, Coefficient of determination was 49.98 percent in Pearson test which showed 49.98 percent of variation in self-directed evaluation was explained by self-direct learning. While comparing gender differences indicated that mean score of female students was more than mean score of male students. About second question related to the field of study, results showed that in self –directed evaluation parameter, observed difference among mean score of the students with different fields of study was significant while about self-regularity learning, observed difference among mean score of the students was not significant.