The Effectiveness of Self-Regulated Learning Strategies Teaching on Academic Achievement Motivation and Academic Self-Efficacy of Sixth Grade Male Students of Iranshahr County
Keywords:
Self-Regulated Learning Strategies Teaching, Academic Achievement Motivation, Academic Self-Efficacy, StudentsAbstract
Background and Objective: Improving academic variables, especially academic achievement motivation and academic self-efficacy can play an effective role in improving students' academic performance. Therefore, the aim of this study was to determine the effectiveness of self-regulated learning strategies teaching on academic achievement motivation and academic self-efficacy of sixth grade male students.
Methods and Materials: This research was a quasi-experimental with a pretest, posttest, and follow-up design with a control group. The study population was sixth grade male students of Iranshahr County in the academic years of 2022-2023. Number of 40 children after reviewing the inclusion criteria were selected with using a multistage cluster sampling method and randomly assigned to two equal groups. The experimental group received 8 sessions of 90 minute by self-regulated learning strategies teaching, and the control group received no training. The research instruments were included the academic achievement motivation questionnaire (Hermans, 1970) and academic self-efficacy scale (Jinks and Morgan, 1999), and the data were analyzed with using analysis of variance by repeated measures method and Bonferroni post hoc test in SPSS-23 software.
Findings: The findings showed that self-regulated learning strategies teaching increased the components of academic achievement motivation, including confidence, perseverance, foresight, and hardworking, and the results remained in the follow-up stage (P<0.05). Also, self-regulated learning strategies teaching increased the components of academic self-efficacy, including effort and context, and the results remained in the follow-up phase (P<0.05), but it did not have a significant effect on the talent component in the academic self-efficacy variable (P>0.05).
Conclusion: Considering the effectiveness of self-regulated learning strategies teaching on improving students' academic achievement motivation and academic self-efficacy, planning to use this educational method to improve academic variables is essential.
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References
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