The Effectiveness of Self-Regulated Learning Strategies Training on Students' Academic Vitality And Sense of Belonging to School

Document Type : Scientific Articles

Authors

1 Assistant Professor, Department of Educational Science, International University of Chabahar, Chabahar, Iran.

2 PhD student in Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.

3 M.A. in Educational technology, International University of Chabahar, Department of Educational Science, Chabahar, Iran.

Abstract

The aim of the present study was to investigate the effectiveness of self-regulation learning strategies training on students' academic vitality and sense of belonging to school. The present study was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population of the present study was made up of all the fifth and sixth grade male students of Ashkosteg village of Sarbaz city in the academic year of 2022-2023 (n=85), 30 of them were selected by purposive sampling and randomly in There were two experimental groups (15 people) and control (15 people). Subjects in the experimental group received self-regulated learning strategies training during 8 sessions, while subjects in the control group did not receive any intervention. Before and after the training, all subjects completed the questionnaire of academic vitality and sense of belonging to the school. Data analysis was done using univariate analysis of covariance in SPSS-26. The results of data analysis showed that in the post-test phase, the subjects of the experimental group had experienced a significant increase in academic vitality (P< 0/01) and sense of belonging to the school (P< 0/01) compared to the control group. Based on the results of the present study, it can be said that The self–regulation learning strategies training was effective in enhancing boys elementary school students’ academic buoyancy and academic achievement; thus, through presenting these training strategies to students with academic vitality or Sense of belonging to school problem, it is possible to improve their academic conditions.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 57
April 2025
Pages 275-255

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