The Relationship between School Social Environment (School Climate) and Student's Level of Self-regulation at high Schools in Mashhad

There are diverse influential factors affecting students’ level of self-regulation. In the current study, the role of school social environment in students’ degree of self-regulation was examined. Furthermore, this hypothesis was tested that ‘open climate in school can anticipate the higher levels of self- regulation’. The participants were 415 junior female students at four high schools in 2009-2010 academic years belonging to two socio-economic classes (low and high) of society. They were required to answer three questionnaires assessing school social climate, self-regulation and academic motivation. In the present study which was conducted via a casual-comparative method, socio-economic situation, academic motivation and academic achievement (the students’ GPAs) were controlled. The findings of multiple regression analysis with hierarchical model supported the examined hypothesis and three variables of socio- economic situation, academic motivation and school climate were found to be the significant predictors of the higher levels of self- regulation. It was also found that 18.6% of the variation in students’ selfregulation can be explained by taking school climate into account (F4,410 = 23.38, (p<0/01).