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

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.