A Study On The Role Of Parental Goal Emphases On The Student's Self- Regulation

The aim of this study was to examine the role of parental goal emphases on the self-regulated learning of senior students from Shiraz high schools. The participants were 722 students (379 females, 343 males) from district 1 and 4 of Shiraz high schools selected by multistage cluster sampling method. They completed Parental Goal Emphases, and Self-regulation Questionnaires. The results of examining reliability and validity of the questionnaires were satisfying. The results showed a significant positive relationship between parental mastery and performance goal emphases and student's self-regulatedlearning. Furthermore, meta cognition and cognition were positively predicted by both of goal emphases. Motivation was positively predicted by performance goal emphases but negatively predicted by Parental mastery goal emphases. Results showed no significant differences between male and female students in parental mastery goal emphases and learning self-regulation, and cognition. Nevertheless, there was a significant difference between male and female in performance goal emphases, meta cognition, and motivation. Girls mean in goal emphases and meta cognition are more than boys mean. Boy mean in motivation is more than girls mean.