Abstract
The present study attempted to investigate the relationship
bemeen self-regulated learning, and student-teacher interactions.
The sample consisted of 322 students from two secondary schools.
Students' self-regulated leaming was gauged by the Learning
Strategies Subscale, (Pintrich, Smith, Gracia, & McKeachie, 1991).
An instrument called Student-Teacher Interactions Scale was
developed to measure student-teacher interactions in this study.
Findings showed that only 17% of the students have high level of self-
regulated learning. Other students, on the other hand, have low
(12.7%) and moderate (69%) levels of self-regulated leaming. The
present study also found that students ' self-regulated learning was
positively, and significantly related to student-teacher interactions.
men the dimensions of student-teacher interactions were examined,
findings revealed that student-centered learning, and strategy
instruction were positively and significantly related to self-regulated
learning. The obtained results indicated that students may be more
inclined to self-regulate if teachers promote student-centered
learning, and teach them self-regulated learning strategies.
