The role of mediating study habits in the relationship between the motivation of progress with self-regulation learning of students

The purpose of this study was to investigate the role of mediation of study habits in the relationship between progressive motivation and self-regulation learning in first-grade students. The research method was descriptive correlational. The statistical population of this study included all the high school students in the 2nd district of Kerman city of 3900 students in the academic year of 2018. According to the Morgan table, 350 random stratified random sampling methods (as compared to students' gender) have been selected as sample. To collect the data, Buffard et al. (1994) self-regulation questionnaires, Kazemi's Educational Achievement Motivation (2007) and Pulessani and Sharma (1989) study habits have been used. The data were analyzed using SPSS23 software and descriptive statistics including mean and standard deviation of inferential statistics of Pearson correlation coefficient and Sobel test were used. According to the results of the study, there is a significant relationship between progressive motivation and self-regulation (p <0.05); there is a significant relationship between the developmental motivation and the study habits (p <0.05); between the study habits and the self- There are (p <0.05); study habits have a mediator role in the relationship between progress and self-regulation (p <0.05).