Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/288835
Title: Self regulated learning among secondary school students in relation to their motivational beliefs and perceived parental involvement
Researcher: Kavita
Guide(s): Surinder Singh
Keywords: Motivational Beliefs
Perceived Parental Involvement
Secondary School Students
Self-Regulated Learning
Social Sciences
University: Panjab University
Completed Date: 2019
Abstract: Self-regulated learning is personal initiatives of the students to enhance their performance. Self-regulated learning of the students is influenced by various internal and external factors. For present study motivational beliefs was selected as internal factor and perceived parental involvement was taken as external factor. This study was conducted on secondary school students as at this stage many strategies for self-regulation has been adapted by the students. The sample of the study was selected from the Government Secondary Schools under the Department of Education, affiliated from Punjab School Education Board, Mohali. A sample of 600 secondary school students was randomly selected from newlineand#61654; newlineIX and X class. It was balanced in terms of gender (male and female), locale (rural and urban), class (IX and X) and different educational blocks. The descriptive research method was adapted to execute the present research. The data was collected through self-regulated learning scale, motivational beliefs scale and the parental involvement scale. Three way analysis of variance, product moment correlation and stepwise regression analysis for employed to analyse the collected data. The study concluded that self-regulated learning has positive relationship with motivational beliefs (except test anxiety) and perceived parental involvement. Motivational beliefs and perceived parental involvement has significant interactional effect on self-regulated learning. Motivational beliefs (except control of learning beliefs) and perceived parental involvement are significant predictors of self-regulated learning. Educational implications and suggestions for further research are suggested. newline
Pagination: xvii,219
URI: http://hdl.handle.net/10603/288835
Appears in Departments:Department of Education

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02_certificate.pdf44.29 kBAdobe PDFView/Open
03_abstract.pdf5.91 kBAdobe PDFView/Open
04_acknowledgement.pdf101.96 kBAdobe PDFView/Open
05_contents.pdf216.96 kBAdobe PDFView/Open
06_list_of_tables.pdf369.05 kBAdobe PDFView/Open
07_list_of_figures.pdf103.82 kBAdobe PDFView/Open
08_abbreviations.pdf85.64 kBAdobe PDFView/Open
09_chapter1.pdf29.07 MBAdobe PDFView/Open
10_chapter2.pdf29.08 MBAdobe PDFView/Open
11_chapter3.pdf28.99 MBAdobe PDFView/Open
12_chapter4.pdf29.03 MBAdobe PDFView/Open
13_chapter5.pdf2.26 MBAdobe PDFView/Open
14_chapter6.pdf2.38 MBAdobe PDFView/Open
15_references.pdf29.06 MBAdobe PDFView/Open
16_appendices.pdf29.08 MBAdobe PDFView/Open
80_recommendation.pdf2.38 MBAdobe PDFView/Open


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