Document Type : Original Article


1 Ph.D. Candidate, Department of Educational Psychology, Islamic Azad University of Kerman, Kerman, Iran

2 Department of Educational Psychology, Islamic Azad University of Kerman, Kerman, Iran


The purpose of this study was to investigate the mediation role of study habits in the relationship between progressive motivation and self-regulated learning in first-grade students. The research method was descriptive and correlational. The statistical population of this study included all the high school students in the second district of Kerman consisting of 3900 students in the academic year of 2018. According to the Morgan table, 350 students selected through stratified random sampling methods were selected as the sample. To collect the data, Buffard et al. (1994) self-regulation questionnaire, as well as Kazemi's Educational Achievement Motivation (2007) and Pulessani and Sharma (1989) study habit questionnaires were used. According to the results of the study, there is a significant relationship between progressive motivation and self-regulation (p <0.05); a significant relationship between the developmental motivation and the study habits (p <0.05); and between the study habits and the self- regulation (p <0.05). Also, it was found that study habits have a mediator role in the relationship between progress and self-regulation (p <0.05).


  1. Ali Bakhshi, Z., & Zare, H. (2010). The effectiveness of self-regulatory learning and study skills on students' academic achievement. Applied Psychology Quarterly, 3 (4), 69-80.
  2. Ansari, A. (2008). Combined effectiveness of self-regulatory strategies and motivational beliefs in increasing academic motivation and self-efficacy of first-year male high school students in Khondab. Unpublished Master's Degree in General Psychology, Azad University of Arak.
  3. Aryanfar, A., Zarabian, F., & Faraj, M. (2013). Study of the study habits of motivation for academic achievement in ordinary male and female non-native male and female students in the first district of Tehran's 16th district. Master's thesis for curriculum planning.
  4. Badleh, Sh., Hosseini, M., Jafari, S., & Charkhzai, A. (2013). Study skills and its relationship with academic status of students. Iranian Journal of Medical Education, 13 (1), 66-71.
  5. Connell, J. (2017). Context, self and action: A motivational analysis of self-system processes. In D. Cicchetti & M. Beghly, The self in transition: Infancy to childhood. (61-97). Chicago: University of Chicago Press.
  6. Emadzadeh, M. (2014). Economics of education. Isfahan: Academic Jihad.
  7. Fereydouni Moghadam, B., & Cheraghian, B. (2017). Study habits and its relation with the performance of an undergraduate nursing student in Abadan.
  8. Jahantab, M. (2014). Ways to promote study culture. Tehran.
  9. Kadivor, P. (2014). Educational Psychology. Tehran.
  10. Karimi, M.,  & Farahsat, K. (2011). Emotional self-regulatory relationship and study skills with academic performance of students of Isfahan University of Medical Sciences. Journal of Medical Education, 11 (9), 1149-61.
  11. Kushki, Sh. (2014). Self-regulatory relationship and academic achievement. Thoughts and Behavior, 7 (2), 11-21.
  12. Marzano, R. (2016). The size of the curriculum and tutorials. Translation: Qudsi Ahqar Tehran: Move out.
  13. Midgley, C., Kaplan, A., Middleton, M., & Maehr, M. (2013). The development and validation of scales assessing students’ achievement go alorientation. Contemporary Educational Psychology, 23,113-31.
  14. Miltiadou, M. (2014). Motivational constructs as predictors of success in the online classroom. Arizona state University,EMC, Http,//seamonky ed asu ed.
  15. Nouri Samarin, Sh., Boroumand, N., & Khorrami, H. (2017). Comparison of motivational beliefs and self-regulatory learning strategies in gifted students. New Discoveries In Psycology, 3 (2), 8-19.
  16. Pintrich, P. R., & Schunk, D. H.  (2002). Motivation in eduocations: Theory , research and applications. Upper Saddle River NT: Merrill/prentice Hall.
  17. Portaharian, Z. (2017). The role of metacognitive reading strategies and study abilities on the incentives of the progression of the students of the parenthood. Master's thesis of Educational Psychology, 14(22), 124-39.
  18. Ray, C., & Elliott, S. (2006). Social adjustment and academic achievement: A predictive model for students with diverse academic and behavior competencies. School Psychology Review, 35 (3), 493-501.
  19. Saif, A. (2014). Educational psychology. Roshd Publication, Tehran.
  20. Seyyed Mohammadi, S. (2013). Psychology of learning. Tehran: Nashraravan.
  21. Shanny, M., Bonbie, A., & Mubarak, S. (2004). Investigating the inter-subject and in-subject relationships of educational motivation, self-efficacy, task value, performance-oriented goals, performance, and mastery in school students of the first year of high school in Ahvaz city. Journal of Educational Sciences and Psychology, 12 (3), 47-76.
  22. Shirdih, B., & Hassanzadeh, R. (2015). The relationship between self-regulation learning strategies and the motivation of the progression of high school students. Research in Curriculum Development, 9 (2), 112-99.
  23. Wolters, C. (2013). Assessing academic self-regulated learning. paper presented for the conference on indicators of positive development: definitions, and measure.
  24. Zare, H. (2017). Teachers: Classroom management, barriers and strategies. Teachers' Conference in Cinematic Context, University of Isfahan.