The Relationship Between Interaction, Self-Regulation of Learning with Satisfaction 0f Education in the Smart Schools

In the recent years there has been a movement in building smart schools in Iran and according to statistics it is increasingly growing in our country. Since technology can’t improve the learning of students by itself therefore in order to create an environment for students to learn better, special prerequisites are needed; the researchers in the present study aim at investigating the relationship between learning self-regulation with education in smart schools in Tehran. The research  using the descriptive-correlation method, by means of a researcher-made questionnaire. The research population (2000 people) and the sample (251 people) of this study, included students of full-smart schools of Tehran. The main question of this study is: what is the effect of the each variable of learner-learner, learner-teacher, learner- content, and self –regulated learning in satisfaction score anticipation of students? Analyzing the research finding of multiple linear regression analysis showed that: two variants of interaction between learner-teacher and self-regulation learning can anticipate the satisfaction variable of education in a positive way. The interaction of learner-teacher variable in showing the educational satisfaction was more than self- regulated learning. Among the interaction subscale, the learner- content subscale with the mean of 2.44 had the highest mean in comparison to the other interaction scale.