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ERIC Number: ED471227
Record Type: Non-Journal
Publication Date: 2002-Nov
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Study of Relationships between Self-Regulated Learning, Personality, and Achievement.
Polleys, Mary Sue
The purpose of this study was to investigate the relationships between self-regulated learning, personality, and achievement. The study investigated whether a relationship exists between personality and self-regulated learning, whether a relationship exists between achievement and self-regulated learning, and whether achievement moderates the relationship between personality and self-regulated learning. Subjects were 126 college students, approximately half of whom were remedial students. All subjects completed both the Myers-Briggs Type Indicator and the Motivated Strategies for Learning Questionnaire. Statistical measures, including multiple regression correlations, a series of moderated regressions, and a multivariate analysis of variance procedure were performed in analyzing the data. Significant relationships between self-regulated learning and personality were found in 17 instances out of a possible 60 for the whole group of subjects. The multivariate test found no significant influence of achievement on self-regulated learning. When subjects scores were separated into the remedial and nonremedial groups, differing patterns emerged. The nonremedial group showed relationships in only 7 of the 60 possibilities, but the remedial group showed relationships in 15 of the 60 possibilities. The JP personality preference was the most powerful predictor of self-regulated learning for both remedial and no remedial groups. Although the relationships between personality and self-regulated learning were different in many factors between the no remedial and remedial groups, the overall multivariate test showed no significance. Hence, achievement was not found to be a moderator of the relationships between personality and self-regulated learning. Results suggest, however, that relationships between the constructs exist and should be further studied. (Contains 3 tables and 19 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A