عنوان مقاله [English]
This research investigated the personality traits and self-regulated learning and their interactive effect on the academic achievement of all students of Islamic Azad University (IAU) Maku Branch and Payame Noor university .The subjects were 385 students who were selected using stratified random sampling based on Cochran formula. The research methods were cross-sectional, survey, and correlation. To collect data, NEO personality questionnaire and MSLQ questionnaire were administered. The results of the study showed that out of all the variables related to personality traits (i.e., neuroticism, extroversion, openness to experience, agreeableness, conscientious) and self-regulated learning (i.e., high-level cognitive strategies, low-level cognitive strategies, self-regulation. internal evaluation, test anxiety) whose effects are investigated on the academic achievement, only three variables of high level cognitive strategies, self-efficacy, and test anxiety are statistically significant and enter the model. Furthermore, there is not any significant difference between the variables of personality traits and self-regulated learning among students in IAU and Payame Noor universities of Maku. However, there is a significant difference between girl and boy students of these universities in three variables of low-level cognitive strategies, internal evaluation, and test anxiety.