Acceso usuarios
Elahe Saravani, Amin Rafiee
To investigate the relationship of educational identity and self-regulatory learning guidelines with high school students' educational negligence in Zahedan.Methodology: The present study is descriptive with correlative approach. Study sample included 341 students who are studying at highschools of area 1 and 2 of education in Zahedan in second half of 2016-2017 eduational year and were selected through stratified random sampling. After evaluation and sample allocation, Waz and Isaacson's educational identity questionnaire (2008), Pintrich and Der Grott's self-regulatory learning guidelines questionnaire (1990) and Solomon and Ruth Bloom's educational negligence questionnaire (1984) were distributed and then recollected. Eventually, data were analyzed by SPSS through Pearson correlation test and step-by-step regression.Findings: Results revealed that there is no significant relationship between confused academin identity (R=-0.060; P<0/05) and serotinous academic identity (R=-06.44' p>0/01) and there is a negative and significant relationship between followed academic identity (R=-0.644; p>0/01) and successful academic identity (R=-0.362; p>0/01) and high school students' negligence. Also, there is a negative and significant relationship between self-regualatory learning guidelines and high school students' negligence (R=-0.620; p>0/01) in Zahedan. Follower academic identity, metacognitive strategies and resources management and motivational beliefs predict high school students' academic negligence in Zahedan.Conclusion: Given the results it could be said that follower academic identity and metacognitive strategies and resources management are effective in reducing academic negligence.
