Investigating the Relationship between Teacher Styles and Academic Performance of Intermediate Students of Zahedan

This research aims to study the role of self-regulated learning strategies and attribution styles on the studentsʹ academic performance in Zahedan high school. The study population consisted of all boys and girls high school students in Zahedan in 92-91 school year. For data collection, Peterson and Seligman attribution styles questionnaire was used. And to analyze the data, both descriptive and inferential statistics, T-test were used to test the research hypotheses. T-test results showed that studentsʹ self-regulated learning strategies and attribution styles means in Zahedan are above the average. These high means are in the cognitive, metacognitive, internal and external components. Pearson correlation test results showed that there is a significant positive correlation between selfregulated learning strategies and its components and styles attribution and its components, with academic performance. The test results showed that the internal and cognitive components have the most prediction about academic performance. Independent t-test results showed that there is no significant difference between self-regulated learning strategies and attribution styles in boys and girls students. This indicates that girls and boys use these variables alike. One-way ANOVA test results also showed that there is no significant difference between self-regulated learning strategies and styles attribution of students in first, second, third, fourth grades.