Factors Affecting Academic Achievement of High School Students in Distance Education Centers in Kashan

This study investigated the relationships among self-regulated learning, motivation for academic achievement and self-concept in prediction of academic achievement of male high school students studying through distance education system in Kashan Province, Iran. A cross-sectional, descriptive- correlational design was conducted among all male high schools students in Kashan’s distance education centers during 2015-2016(n=718). Using a multistage cluster sampling, 270 students were selected. Data were collected using Herman’s achievement motivation questionnaire (1970), the Pintrich & De Groot self-regulated learning scale (1990) and Becks self-concept scale (1990). Stepwise regression analysis was employed in the SPSS version 20. The results showed that self-regulated learning, motivation for academic achievement and self-concept had significant positive relationships and predicted academic achievement statistically (p<0.001) and cognitive strategies contribution was over the other variables dominant (β=0.32, p<0.001). Collectively, the variables explained 34% of the variance of academic achievement (p<0.01). Considering the more important role of self-regulated learning in prediction of the academic achievement of distance learners, it is essential to determine the self-regulated learning skills that enable learners to regulate and manage their own learning processes in distance learning environments.