The Effectiveness of Training of Self-regulated Learning and Training Help-seeking Strategies Training to Educational Buoyancy of private Schools Procrastinating Students

The purpose of present study was to compare the effectiveness of self-regulated learning instruction and help- seeking instruction on educational buoyancy of procrastinating students at private schools. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of this study was all students of private schools in eleventh schools of Rasht in the academic year of 2017-2018. Out of these, 60 were randomly selected and Accidentally divided into three groups. Educational Buoyancy of Dehghani-Zadeh & Hossein-Chari (2012) completed all of the subjects in the pre-test and post-test phases. Then, one of the experimental groups received 12 sessions of 90 minute under the instruction of help-seeking strategies, and the other experimental group was received 15 sessions of 90 minutes under the instruction of self-regulated learning. While the control group did not receive any interventions during this period collected. Data were analyzed using inferential statistics of covariance analysis and LSD post hoc test. The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational engagement of who were Procrastinating Students. The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational buoyancy of who were Procrastinating Students. On the other hand, the results of paired comparisons showed that there was no significant difference between the mean scores of self- regulated learning and self-help learning strategies between the two groups. There was a significant difference between the means of Educational Buoyancy in the two groups of self- regulated learning strategies and the control group. There was a significant difference between the means of Educational Buoyancy in the two groups of help-seeking learning strategies and the control group. Based on the results of this research, it can be concluded that the use of instruction of self-regulated learning and help-seeking strategies is used to reduce of procrastinating students.