Teaching Styles and Students’ Academic Self Regulation

Author: Fouzia Tahir

Supervisor: Ms. Afifa Anjum

Degree: MSc

Year: 2011-2013

University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan


The present research aimed to investigate effects of teaching styles on students’ academic self-regulation. Survey research design was used. It was hypothesized that teaching styles are likely to be predictors of academic self-regulation while controlling for parenting styles. It was further hypothesized that there is likely to be gender differences in academic self-regulation. Sample of the present research consisted of 50 boys and 50 girls, age range from 14 to 19, recruited by using non probability purposive sampling technique from government schools of Lahore. Students’ academic self-regulation was measured by Motivated Strategies for Learning Questionnaire (MSLQ), (Pintrich, Smith, Gracia & Mckeachie, 1991). The Parenting Style Inventory II (Darling, 1997) was used to measure participant perceived parenting styles of their parents. The Questionnaire on Teacher Interaction (QTI), (Wubbels & Leavy, 1993) was used to gather students’ perception of their teachers teaching styles. The data/information was analyzed by using Pearson Product-Moment Correlation, t-test, and multiple hierarchical regressions. Findings revealed that leadership teaching is the only style which predicts academic self-regulation in students. Among demographics, parents’ education was negatively related with academic self-regulation in their children. Significant gender differences in academic self regulation of students were also observed. Girls were more self-regulated than boys

Keywords: Teaching Styles, Self Regulation, Parenting Style.

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Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: chairperson@appsy.pu.edu.pk, Phone: 92-42-9231245

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