STUDYING THE RELATIONSHIP BETWEEN SELF-REGULATION AND HIGH SCHOOL STUDENTS' ACADEMIC MOTIVATION OF THE SECOND COURSE IN COUNTY OF LARESTAN

Objective: To study the relationship between self-regulation and motivation in education to high school students in the second period, science education was Larestan city. Methods: In this study, all students were selected science education. Questionnaire to assess self-regulation and self-regulation variable check Bovfard Academic Motivation Scale Harter's motivation was used. Results: The Pearson correlation showed a significant relationship between academic motivation and self-regulation exists (p <0.05). T-test results showed no significant difference between male and female students in terms of academic motivation and self-regulation does not exist. One-way analysis of variance indicated that students of basic education, there are significant differences in terms of self-regulation but there was no significant difference in terms of motivation. Conclusion: According to researchers, teachers and teacher education deserves to be customized to provide the right conditions for growth, learning and teaching strategies to motivate self-regulated learning, to give students more opportunities for learning and creativity.

Motivation, Self-Regulation, Student