The Mediating Role of Study Habits in the Relationship between the Motivation of Progress with SelfRegulation Learning of Students

The purpose of this study was to investigate the mediation role of study habits in the relationship between progressive motivation and selfregulated learning in firstgrade students. The research method was descriptive and correlational. The statistical population of this study included all the high school students in the second district of Kerman consisting of 3900 students in the academic year of 2018. According to the Morgan table, 350 students selected through stratified random sampling methods were selected as the sample. To collect the data, Buffard et al. (1994) selfregulation questionnaire, as well as Kazemi’s Educational Achievement Motivation (2007) and Pulessani and Sharma (1989) study habit questionnaires were used. According to the results of the study, there is a significant relationship between progressive motivation and selfregulation (p lt;0.05); a significant relationship between the developmental motivation and the study habits (p lt;0.05); and between the study habits and the self regulation (p lt;0.05). Also, it was found that study habits have a mediator role in the relationship between progress and selfregulation (p lt;0.05).