The aim of this study was to compare self regulated learning among normal, gifted and learning disable children. Two hundred and two students(76 gifted, 77 normal, 49 learning disable) were included in this study. Two measures were used to collect data:1) Academic Self Regulation Learning (SRQ-A) version for students normal 2) Academic Self Regulation Learning (SRQ-A) version for students with LD. Analysis of the data revealed that: In external style regulation, learning disable were higher than normal and gifted children, and in Introjected and Identified style regulation gifteds were higher than normal and learning disable children. The research also showed that mother education and father’s job better predicted relative autonomy Index. At the end, the conclusion and implications of the results were discussed.
Alborzi, M., & Khayyer, M. (2007). A Study of Comparision of Motivational Beliefs regarding Self regulated Learning among Normal and Gifted and Learning Disable Children in Shiraz. Foundations of Education, 08(1), -. doi: 10.22067/fe.v8i1.1882
MLA
mahbobeh Alborzi; mohammad Khayyer. "A Study of Comparision of Motivational Beliefs regarding Self regulated Learning among Normal and Gifted and Learning Disable Children in Shiraz", Foundations of Education, 08, 1, 2007, -. doi: 10.22067/fe.v8i1.1882
HARVARD
Alborzi, M., Khayyer, M. (2007). 'A Study of Comparision of Motivational Beliefs regarding Self regulated Learning among Normal and Gifted and Learning Disable Children in Shiraz', Foundations of Education, 08(1), pp. -. doi: 10.22067/fe.v8i1.1882
VANCOUVER
Alborzi, M., Khayyer, M. A Study of Comparision of Motivational Beliefs regarding Self regulated Learning among Normal and Gifted and Learning Disable Children in Shiraz. Foundations of Education, 2007; 08(1): -. doi: 10.22067/fe.v8i1.1882
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