Research Article | Open Access

Self-Regulated Learning and Its Relationship with Student-Teacher Interaction

    Ng Lee Yen

    Faculty of Educational Studies, Univesiti Putra Malaysia, Selangor, Malaysia

    Kamariab Abu Dakar

    Faculty of Educational Studies, Univesiti Putra Malaysia, Selangor, Malaysia

    Samsilab Roslan

    Faculty of Educational Studies, Univesiti Putra Malaysia, Selangor, Malaysia

    Wong Suluan

    Faculty of Educational Studies, Univesiti Putra Malaysia, Selangor, Malaysia

    Petri Zabariah Megat Abdul Rahman

    Faculty of Educational Studies, Univesiti Putra Malaysia, Selangor, Malaysia


Received
05 May, 2004
Accepted
22 Jun, 2005
Published
30 Jun, 2005

The present study attempted to investigate the relationship between self-regulated learning, and student-teacher interactions. The sample consisted of 322 students from two secondary schools. Students' self-regulated learning was gauged by the Learning Strategies Subscale, (Pintrich, Smith, Gracia, & McKeachie, 1991). An instrument called Student-Teacher Interactions Scale was developed to measure student-teacher interactions in this study. Findings showed that only 17% of the students have high level of self regulated learning. Other students, on the other hand, have low (12.7%) and moderate (69%) levels of self-regulated learning. The present study also found that students' self-regulated learning was positively, and significantly related to student-teacher interactions. When the dimensions of student-teacher interactions were examined, findings revealed that student-centered learning, and strategy instruction were positively and significantly related to self-regulated learning. The obtained results indicated that students may be more inclined to self-regulate if teachers promote student-centered learning, and teach them self-regulated learning strategies.

How to Cite this paper?


APA-7 Style
Yen, N.L., Dakar, K.A., Roslan, S., Suluan, W., Megat Abdul Rahman, P.Z. (2005). Self-Regulated Learning and Its Relationship with Student-Teacher Interaction. Pakistan Journal of Psychological Research, 20(1-2), 41-63. https://pjpr.scione.com/cms/abstract.php?id=452

ACS Style
Yen, N.L.; Dakar, K.A.; Roslan, S.; Suluan, W.; Megat Abdul Rahman, P.Z. Self-Regulated Learning and Its Relationship with Student-Teacher Interaction. Pak. J. Psychol. Res 2005, 20, 41-63. https://pjpr.scione.com/cms/abstract.php?id=452

AMA Style
Yen NL, Dakar KA, Roslan S, Suluan W, Megat Abdul Rahman PZ. Self-Regulated Learning and Its Relationship with Student-Teacher Interaction. Pakistan Journal of Psychological Research. 2005; 20(1-2): 41-63. https://pjpr.scione.com/cms/abstract.php?id=452

Chicago/Turabian Style
Yen, Ng, Lee, Kamariab Abu Dakar, Samsilab Roslan, Wong Suluan, and Petri Zabariah Megat Abdul Rahman. 2005. "Self-Regulated Learning and Its Relationship with Student-Teacher Interaction" Pakistan Journal of Psychological Research 20, no. 1-2: 41-63. https://pjpr.scione.com/cms/abstract.php?id=452