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Volume 24, Issue 151 (9-2025)
Journal of Psychological Science 2025, 24(151): 77-94 |
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jassim hadi Alsherify M, Hassani M. (2025). The Effectiveness of Self-Regulated Learning Strategies on Academic Self-Efficacy, Academic Motivation, Concern and Academic Achievement. Journal of Psychological Science. 24(151), 77-94.
URL: http://psychologicalscience.ir/article-1-2471-en.html
URL: http://psychologicalscience.ir/article-1-2471-en.html
PhD student in Educational Management, Department of Educational Sciences, Urmia University, Urmia, Iran , Maherjass86@gmail.com
Abstract: (1807 Views)
Background: The effectiveness of academic self-regulation has been increasingly used in reducing anxiety. In recent decades, this approach has improved various skills including academic, cognitive, emotional and social skills. But its effectiveness in all areas of education is an important and fundamental necessity that should be covered by studies.
Aims: The purpose of this study was to investigate the effectiveness of self-regulation learning strategies on academic self-efficacy, academic motivation, concern and academic achievement.
Methods: The present study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study was all elementary students in Baghdad in the academic year of 1402-403. The sample consisted of 50 elementary school students in Baghdad who were selected by multistage cluster sampling method and randomly assigned to two groups of 25 (control group 25 and experimental group 25). To collect data, Morris (2001) self-efficacy scale, Middleton & Midgley (1977) academic motivation (1998), academic concern Abolghasemi et al (1388) and academic achievement Salehi (2015) were used. The collected data were analyzed using multivariate analysis of covariance.
Results: The results of multivariate analysis of covariance showed that teaching self-regulation learning strategies led to an increase in academic self-efficacy, academic motivation and academic achievement of students (P≤ 0.05). Also, the results showed that self-regulation learning strategies training led to a decrease in post-test scores of students' academic concern (P≤ 0.05).
Conclusion: Preventive interventions and programs should consider ways to improve academic achievement and academic motivation and reduce academic concern, especially continuing education and academic self-efficacy. Future studies should identify risk factors that may strengthen these relationships.
Aims: The purpose of this study was to investigate the effectiveness of self-regulation learning strategies on academic self-efficacy, academic motivation, concern and academic achievement.
Methods: The present study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study was all elementary students in Baghdad in the academic year of 1402-403. The sample consisted of 50 elementary school students in Baghdad who were selected by multistage cluster sampling method and randomly assigned to two groups of 25 (control group 25 and experimental group 25). To collect data, Morris (2001) self-efficacy scale, Middleton & Midgley (1977) academic motivation (1998), academic concern Abolghasemi et al (1388) and academic achievement Salehi (2015) were used. The collected data were analyzed using multivariate analysis of covariance.
Results: The results of multivariate analysis of covariance showed that teaching self-regulation learning strategies led to an increase in academic self-efficacy, academic motivation and academic achievement of students (P≤ 0.05). Also, the results showed that self-regulation learning strategies training led to a decrease in post-test scores of students' academic concern (P≤ 0.05).
Conclusion: Preventive interventions and programs should consider ways to improve academic achievement and academic motivation and reduce academic concern, especially continuing education and academic self-efficacy. Future studies should identify risk factors that may strengthen these relationships.
Keywords: Teaching self-regulation learning strategies, academic self-efficacy, academic motivation, academic concern, academic achievement
Type of Study: Research |
Subject:
Special
Received: 2024/05/27 | Accepted: 2024/07/31 | Published: 2025/09/19
Received: 2024/05/27 | Accepted: 2024/07/31 | Published: 2025/09/19
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