جستجوی مقالات مرتبط با کلیدواژه « self-regulation learning strategies » در نشریات گروه « علوم تربیتی »

The purpose of this study was to determine the effectiveness of self-regulation learning strategies training on academic self-efficacy and test anxiety among female students with academic failure. The research method was semi-experimental and its pre-test design was a post-test with control group. The statistical population of the study was all 12th grade female students of Sanandaj city Who had academic failure. There were 837 students that studying in 2018-2019 school year. a 32 students were selected using randomized cluster multistage sampling in the experimental and control groups. To collect data, academic self-efficacy and anxiety test questionnaires were used. The training program for self-regulation learning strategies was presented to the experimental group during the eight sessions, while the control group did not receive any training. The findings showed that the mean scores both experimental and control groups in post-test and follow up were significantly different and training has increased academic self-efficacy and reduced test anxiety in the experimental group. So using self-regulated learning strategies improves academic performance by increasing the quality of cognitive and metacognitive strategies in order to achieve goals. In this case, the student will feel more self-effective and will experience less anxiety during the exam.

The purpose of this study was to evaluate the effectiveness of self-regulation learning strategies on self-efficacy and critical thinking. The research was a semi-experimental design with pretest-posttest design with control group. The statistical population of the study was Jami Novin nonprofit high school students in Tehran's 6th district based on purposeful sampling. A sample of 80 high school students of Jami girls were selected based on random sampling method and divided into two groups: experimental and control (each group 40 people). Before the implementation of the educational program, both the control and experimental groups before the beginning of the test were first evaluated using Critical Thinking Questionnaire (Rickets, 2003) and Self-efficacy Scale (Maurice, 2001). After that, the control group received 8 sessions of training on self-regulation learning strategies. But the experimental group did not receive any training. After this stage, again, both groups were evaluated using questionnaires and the data were collected. In order to check the normality of the data, homogeneity of variances, homogeneity of regression slope and Levin test, use and data with the 20th edition SPSS software and covariance analysis test were analyzed. Results showed that training self-regulation strategies has a significant effect on self-efficacy and critical thinking.

The purpose of this study was to comparison effect extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students. The research method was semi experimental with pre and post-test plan and following was done with two experimental groups and one witness group. The statistical population of this study consisted of all female primary school students of Khorramabad Secondary School in the academic year of 2016-2017 in 1353 individuals. The sample size was 45 people selected by multi-stage cluster sampling method. In two groups and evidence (each group of 15) was randomly replaced. After that, the students of experiment group were instructed self regulation learning strategies and extensively thinking skills thought, at this time, the control group students did not receive any training. The Torens crew questionnaire (1966) was used to collect data; finally, for analysis of data, covariance analysis was used using SPSS software. The findings showed that in the post-test and follow-up stages, the training of self-regulation learning strategies could affect general creativity and all its minor components, except for the sub-component of the initiative in the post-test and in the follow-up phase only for the sub-component of the expansion of the effect meaningful; also, the results showed that the training of broad-based thinking skills could have a significant effect on the sub-components of flexibility and expansion in the post-test stage, but this effect was not sustained in the follow-up phase. On the other hand, the results indicated that the teaching of self-regulation learning strategies in comparison with the broadening of thinking skills had a greater impact on overall creativity and sub-components (P<0.05). Therefore, it can be said that teaching self-regulation learning strategies and extensive thinking skills can increase students' creativity.