The Socio-Economic Situation, Social Support and Self-Direction in Learning Among Learners

Abstract

The general goal of this study is to examine the relationships between socio-economic status, social support and Self Regulated Learning and educational functioning among Arab adolescent learners in Israel.

The rationale that guides the purpose of the study, its questions, and its hypotheses is based on research that deals with the social-cultural environment of adolescents and its relationship to ‘motivation for learning’. The background for the research was the attempt to examine whether adolescents from minority ethnic groups develop distinct patterns of learning behavior, and whether a given social context has special influence beyond the personal capability of the learning adolescent.

The basic assumption of this study is that the social-emotional function constitutes an important factor in the lives of adolescents. It explains their expectations for the support that is supposed to arouse their cognitive and emotional resources, while fulfilling the need for evaluation and the creation of relationships suggesting concern, confidence, and trust (Dubow, Tisak, Causey, Hryshko, & Reid, 1991; Thoits, 1985). Such support constitutes an adaptive factor that contributes to development and nurtures educational and scholastic outputs.

The findings clarify the relation between aspects of ‘social-emotional support’ and ‘self regulated learning’. Adolescents who regulate their learning understand that they are supported by society