mojtaba aghili; elaheh sadat nasiri
Volume 3, special , March 2015, , Pages 109-125
Abstract
Aim: The present study aimed to investigate the relationship between learning strategies and attribution styles with responsibility. Method: Using a random cluster sampling method, 364 out of 7690 students were selected from among high school female students. Data were gathered by learning strategies ...
Read More
Aim: The present study aimed to investigate the relationship between learning strategies and attribution styles with responsibility. Method: Using a random cluster sampling method, 364 out of 7690 students were selected from among high school female students. Data were gathered by learning strategies questionnaires, attribution styles survey, and academic responsibility evaluation questionnaire. The data were analyzed by regression modeling. Results: The results indicated a relationship between learning strategies and attribution styles as well as a relationship between learning strategies and responsibility; however, there was no relationship between attribution styles and responsibility. In addition, there were significant differences in responsibility in various fields of study, but there were no significant differences among attribution styles in various fields. Other results of this study indicated a significant relationship between learning strategies and attribution styles with responsibility. Conclusion: Mastering learning strategies can help students to have more control and responsibility. Also, paying attention to goals and expectations can be effective in academic performance.
