A study on the efficacy of teaching self-regulated learning strategies on mental health in boys studying in second grade of junior-high school in Mashhad

A large number of studies have been undergone about self-regulation, physical hygiene, and the role of self-regulated learning on school achievement and motivation of learning, but few researches has been done in the field of self-regulated leaning and mental health. This research has been done to investigate efficacy of teaching self-regulated learning strategies on mental health in boys who are studying in 2nd grade of junior high school in Mashhad between 2008 to 2009. At this experimental study,30 students (15 in each interventional or control group) were selected with random cluster multi-stage sampling method from heptagonal zones of the educational ministry office in Mashhad. At first, MSLQ (?) and GHQ-28 questionnaires were used as a pre-test in both groups. Interventional group received 18 one-hour educational sessions in self-regulated learning strategies, followed by post-test using the aforementioned questionnaires. The data were analyzed using independent T-test. There was no meaningful difference between means of mental health condition (P=0.34) and its components as physical complaints (P=0.37), anxiety (P=0.59), social dysfunction (P=0.12) and depression (P=0.19) in both experimental and control groups. According to the results, teaching of self-regulated learning strategies do not have a significant effect on mental health. Although, the correlation between these variables can be affected by factors such as measurement tools, teaching method, the timing and length of teaching period, providing opportunity to practice and utilize strategies. More studies are needed to prove our hypothesis, provided to consider the mentioned confounding factors.