Effectiveness of Teaching Self-Regulatory Learning Strategies on Academic Procrastination and Self-Compassion of Student Athletes Participating in Sport Olympiad

The present study was conducted to determine effectiveness of teaching self-regulatory learning strategies on academic procrastination and self-compassion of student athletes participating in sport Olympiad. The research method was semi-experimental with pretest-posttest design with control group, in which among 388 student athletes participating in Golestan sport Olympiad, 185 participants were selected a study sample by random sampling. 45 participants with high academic procrastination and low self-compassion were selected among which 30 participants were included by simple random sampling and were divided into experimental and control groups. The experimental group received self-regulatory learning strategies training for 10 sessions weekly. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. Results showed a significant difference between the two study groups of experimental and control meaning that teaching self-regulatory learning strategies reduces level of academic procrastination and increases self-compassion of the student athletes participating in sport Olympiad.