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Professor, Department of Psychology and Educational Sciences, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran , stalepasand@semnan.ac.ir
Abstract: (33 Views)
Background: Self-regulated learning (SRL) represents a proactive process whereby learners systematically regulate their cognitive, affective, and behavioral processes to optimize learning. Despite its demonstrated importance for academic achievement, the Iranian educational context remains constrained by memorization-focused pedagogies and inadequate SRL development frameworks. The present research proposes to bridge this gap through a theoretically-grounded (Pintrich's model) metacognitive-motivational intervention designed to enhance learning efficacy.
Aims: The present research aimed to design, validate, and evaluate the effectiveness of a combined motivational-metacognitive educational program, grounded in Pintrich’s self-regulation model, on enhancing academic self-regulation among upper secondary students.
Methods: This study employed a quasi-experimental design with a pretest-posttest and control group. The statistical population consisted of 10th-grade female students majoring in experimental sciences in Semnan during the 2024-2025 academic year. Two volunteer schools were selected for participation. To prevent treatment diffusion, one school was randomly assigned as the experimental group and the other as the control group. From 60 tenth-grade experimental science students across these schools, 10 participants were randomly selected and equally divided into experimental (n= 5) and control (n= 5) groups. The experimental group received a 7-session educational intervention (60 minutes per session), while the control group received diluted training with fewer sessions and less detailed content. All participants completed the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991) during the pretest and posttest phases. Data were analyzed using a one-way analysis of covariance (ANCOVA) in SPSS-22.
Results: The results demonstrated that the integrated educational program (motivational-metacognitive) significantly increased the use of motivational learning strategies in the experimental group compared to the control group (p< 0.001, η2= 0.83).
Conclusion: The integrated educational program (motivational-metacognitive) can serve as an effective tool in educational systems to strengthen students’ motivational learning strategies. This finding underscores the practical application of the results in real educational settings (e.g., schools, and universities) and its potential to enhance learning outcomes.
Aims: The present research aimed to design, validate, and evaluate the effectiveness of a combined motivational-metacognitive educational program, grounded in Pintrich’s self-regulation model, on enhancing academic self-regulation among upper secondary students.
Methods: This study employed a quasi-experimental design with a pretest-posttest and control group. The statistical population consisted of 10th-grade female students majoring in experimental sciences in Semnan during the 2024-2025 academic year. Two volunteer schools were selected for participation. To prevent treatment diffusion, one school was randomly assigned as the experimental group and the other as the control group. From 60 tenth-grade experimental science students across these schools, 10 participants were randomly selected and equally divided into experimental (n= 5) and control (n= 5) groups. The experimental group received a 7-session educational intervention (60 minutes per session), while the control group received diluted training with fewer sessions and less detailed content. All participants completed the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991) during the pretest and posttest phases. Data were analyzed using a one-way analysis of covariance (ANCOVA) in SPSS-22.
Results: The results demonstrated that the integrated educational program (motivational-metacognitive) significantly increased the use of motivational learning strategies in the experimental group compared to the control group (p< 0.001, η2= 0.83).
Conclusion: The integrated educational program (motivational-metacognitive) can serve as an effective tool in educational systems to strengthen students’ motivational learning strategies. This finding underscores the practical application of the results in real educational settings (e.g., schools, and universities) and its potential to enhance learning outcomes.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)