The Effectiveness of Group Training of Self-Regulation Learning Strategies and Critical Thinking on the Intelligence Beliefs of Female Students

Nowadays, improving the learning and success of students is one of the important indicators in the evaluation of education and one of the important factors in the progress of countries, and in order to achieve it, it is necessary to pay special attention to the effective factors. The present study was conducted with the aim of comparing the effectiveness of group training of self-regulation learning strategies and critical thinking on the intelligence beliefs of emale students of the first year of high school The present research method was semi- experimental with a two-month pre-test and post-test design with a control group. The statistical population included female students of the first secondary school in Bagh ahadran city in the fall of 1401, among them (350 people), 60 people were randomly selected in hree groups (each group of 20 people) were assigned. After the pre-test, Dupirot and Marian (2005) questionnaire was used to measure the dependent variable. Teaching strategies Self-regulation learning (Khanjani et al., 2013) and critical thinking training (Fisher, 2005) quoted by (Dosti, Yazdanbakhsh, and Momeni, 2013) were implemented in 8 sessions of 90 minutes each, and the control group did not receive any training program. The obtained data were analyzed using the method of analysis of variance with repeated measurements with a ixed design and Ben Feroni's post hoc test.

The research was semi-experimental with a pre-test-post-test design and a two-month follow-up period with a control group. The statistical population included 350 female students of the first secondary school in Bagh Bahadran in the academic year of 1402-1401. 60 students were selected from the mentioned statistical population through available sampling, and 20 people were in the first experimental group (the group affected by the teaching of self-regulation learning strategies), 20 people were in the second experimental group (the group affected by critical thinking) ) and 20 people were included in the control group. In the same and simultaneous conditions, the pre-test related to measuring the variable of Dupirot and Marian (2005) questionnaire was used to measure the dependent variable. . After that, the students of the first experimental group were trained in self-regulated learning strategies (using the instructions of Khanjani et al., 2013). The second experimental group was also trained in critical thinking (using the instructions of Fisher, 2005) Yazdanbakhsh and Momeni (2013) were placed. At this time, the students of the control group did not receive any training.

In general, based on the results and based on the combination of open text, it was found that the teaching of self-regulation learning strategies and critical thinking is effective on students' Intelligence beliefs.

The results showed that teaching self-regulation learning strategies and critical thinking is effective on students' Intelligence beliefs. Research results show that the implicit beliefs of intelligence (intrinsic and additive) have a positive relationship with self-regulated learning strategies such as cognitive and metacognitive strategies (Alipour and Moradi, 2016). Since self-regulated learning includes high-level abilities such as metacognition, motivation, and management of personal environment, as well as processes and strategies for initiating, directing, and monitoring learning, it requires a greater degree of belief in increased intelligence in students. . Research resultsTan et al. (2019) show that students with increased belief in intelligence give more value to motivation and learning. Implicit beliefs about intelligence are related to the influence on individual expectations, interpretations and interpretations related to new information and the direction of students' behavior, and can play an important causal role in goals, beliefs related to effort, internal motivation, self-regulation, and the performance of individuals in situations. difficult to play (Alipour and Moradi, 2016). Students who believe in the beliefs of increased intelligence consider intelligence as one They know that quality is flexible and controllable and can be increased and improved through effort and investment. They emphasize improving competencies and strive to overcome possible failures and failures. While normal scientists who have a higher level of belief in inherent intelligence expect to achieve success due to their intelligence level and spend minimal effort to overcome problems. On the other hand, the research results show that there is a significant relationship between the tendency to think critically and academic success, and students who have higher critical thinking have a higher success rate. have more Meanwhile, the theories and beliefs that students have about their intelligence are effective on their effort and perseverance and their success. With the increase of critical thinking, active learning also increases, and students have a greater desire for mutual discussions and deep evaluation of materials and a weaker desire for knowledge and one-sided, definite and separate thinking, all of which are created in students It happens that they believe that their intelligence can be increased. The results of the present study showed that by teaching self-regulation learning strategies and critical thinking, students' attitude towards their academic issues and the dimensions of students' intelligence beliefs can be changed.