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The purpose of this research was to find relationship of curiosity, self-regulation and academic achievement. It
was hypothesized that there would be a significant relationship among curiosity, self-regulation and academic
achievement. Secondly, it was hypothesized that there would be a significant mean difference among
achievement levels with respect to students’ curiosity and self-regulation. The current study has been conducted
in four phases. In phase I and II semantic analysis and translation of tools were done respectively while in the
phase III and IV psychometric properties, validity of instruments and the main findings were examined. For the
current study sample was N = 150 (51 male and 99 female students). The participants were students of BS
(Hons) belonging to different fields like arts, science and business. Curiosity and Exploration Inventory-II
(Kashdan et al., 2009), Self-regulation Questionnaire (Ryan & Deci, 2000; adapted version) were used to collect
data. Purposive sampling technique was used. Data were interpreted by using descriptive statistics, Pearson
correlation, independent t-test, analysis of variance and factor analysis. The findings suggest that academic
achievement is positively correlated with students’ embracing and autonomous regulation. The current study
has important implications in educational settings.
Shah Rukh Tariq, Iffat Batool, Tauqeer Saleem Khan. (2013) Curiosity, Self-regulation and Academic Achievement among Undergraduate Students, Pakistan Journal of Social and Clinical Psychology, Volume 11, Issue 2.
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