Introductoin: Self-regulated learning is a belief that indicates when and how a person learn. The purpose of present research was to investigate the relationship between self-regulated learning and parenting style as well as learning style in students and determine the role of parenting style and learning style in predicting self-regulated learning.
Method: In this research, 313 female students were selected as sample using multi-stage cluster sampling. The subjects replied to all the items of Kolb's Learning Styles Inventory (KLSI), Parental Authority Questionnaire (PAQ), and Self-Regulated Learning Interview Schedule (SRLIS) (Zimmerman & Martinez-Pons, 1986). Data are analyzed by using Pearson correlation method and Stepwise Regression Model.
Results: The results showed that authoritative parenting style predicts with self-regulated learning variance 0.05 and abstract conceptualization learning style predicts self-regulated learning variance 0.08. Accordingly, among the studied variables, authoritative parenting owns the greatest share in visualizing self-regulation learning.
Discussion and Conclusion: The present research emphasizes learning style and parenting style in self-regulated learning process.