Relationship between affective self-regulation and study skills with educational performance of students of Isfahan University of Medical Science

This study aimed to assess relationship between affective self-regulation and study skills with educational performance of students of Isfahan University of Medical Science. 313 students who were selected randomly from the available male and female students in terms of 2-8, among the seven faculties answered the provided questionnaires. The instruments include three questionnaires: affective self-regulation questionnaire, the Weinstein' learning and study strategies inventory and educational performance questionnaire. The results showed that there is a significant relationship between affective self-regulation and study skills with educational performance of students. The results of analysis of regression can explain the %45/2 total average variance. Affective regulation (0.365 percent) has the highest contribution in explaining the level of academic performance. There was significant relationship between component of study skills and affective self-regulation with educational performance. Subscales of independent variables could explain 53.8 percent of the variance in academic performance. In addition, there was significant relationship between component of study skills, affective self-regulation and educational performance with student's mean score. Regression analysis showed that through the variance of linear combination of sub-scales of independent variables can explained 45.2 percent of total average variance. Improving and planning of students’ study skills and increasing of emotional self –regulation are critical issues.