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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/964

Title: THE RELATIONSHIP BETWEEN PARENTING STYLE AND SELF-REGULATED LEARNING: THE CASE OF SIX SELECTED PRIMARY SCHOOLS IN LAELAY MACHEW WOREDA
Authors: TIGIST, MERHA
Advisors: Professor Tirussew Teferra
Copyright: 2003
Date Added: 26-Apr-2008
Publisher: Addis Ababa University
Abstract: This study examines the relationship between self-regulated learning and parenting style and investigates whether or not this relationship is affected by students’ age, sex or parental characteristics. A sample of 270 seventh grade students in Laelay Machew Woreda filled the questionnaires on self-regulated learning and parenting style. The questionnaire on self-regulated learning consists of twelve items pertaining to the use of cognitive and nine items on metacognitive and effort management strategies. Parenting style on the other hand consists of two different parts. The first part covers items involving bio-data (such as age, sex, family structure, and parental education) and the second part has to do with items to measure the two dimensions of parenting that are acceptance (9 items) and control (10 items). So students were made to rate their parents along the two dimensions and to assign them in terms of groups (authoritative, authoritarian, indulgent and neglectful). The study in the final analysis revealed that parenting style was found to be predictive of self-regulated learning. Students who perceived their parents as authoritative were likely to use self-regulated learning strategies than those who perceived their parents as authoritarian, indulgent and neglectful.
Description: A Thesis Presented to the School of Graduate Studies, Addis Ababa University In Partial Fulfillment of the Requirement for the Degree of Master of Arts in Educational psychology
URI: http://hdl.handle.net/123456789/964
Appears in:Thesis - Educational Psychology

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