Author: Syeda Samreen Zahra Zaidi
Supervisor: Arooj Arshad
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
The present research was conducted to investigate students’ perceptions of their teachers’ teaching styles, classroom learning environment and the students’ use of self-regulated learning (self-efficacy, intrinsic value, test anxiety, cognitive strategy use and self-regulation). It was hypothesized that self-regulated learning domains will be predicted by perceived teaching styles and classroom learning environment among school children. Correlation research was employed and sample of 190 school children within the age range of 10-13 years (M = 11.52, SD = 1.14) from 6th, 7th and 8th class were taken from different private and public schools of Lahore using purposive sampling technique. The students had completed the Urdu version of the Junior High School Teacher’s teaching Style Questionnaire (Chen, 2008), Classroom Climate Inventory (Fraser, Treagust, & Dennis, 1986) and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Gracia, & Mckeachie, 1991). Findings revealed that laissez faire teaching styles significantly predicted self- efficacy while intrinsic value predicted by both laissez faire and democratic teaching style, indifference teaching style predicts the test anxiety, and democratic teaching style predicts the cognitive strategy use and self-regulation domains of self-regulatory learning. The findings have important implication for educators training so they can teach students according to their specific needs and situation that in turn inculcate the development of self-regulatory learning among their students.
Keywords: Perceived Teaching Styles, Classroom Learning Environment, Self-Regulated Learning.
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Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: firstname.lastname@example.org, Phone: 92-42-9231245