عنوان مقاله [English]
نویسنده [English]چکیده [English]
This study explored the relationship between self-regulation learning and educational skills and academic achievement of the students studying at Islamic Azad University, Khomeinishahr Branch. 350 students from different disciplines were selected using stratifies random sampling method. Data were collected administering Self-Regulation Learning Questionnaire and a researcher-made study skills questionnaire. They were analyzed through correlation of coefficient, one-way ANOVA and regression formulas using SPSS software. The results suggest that 1) there is a significant positive relationship between self-regulation learning and educational skills among students, 2) there is a significant negative relationship between controlled regulation and students’ educational skills, 3) No significant relationship exist between any type of the regulation learning and academic achievement of the students, 4) different types regulation learning can significantly predict their educational skills. No significant difference is found in using types of regulation learning among students of different sexes and disciplines.