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year 10, Issue 3 (Spring 2021 2021)
Rooyesh 2021, 10(3): 101-110 |
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Qasemi S, Azadi M M, Chagosaz M, Asgari M. (2021). The effect of self-regulatory strategies training on problem-solving styles and self-directed learning for third grade male high school students. Rooyesh. 10(3), 101-110.
URL: http://frooyesh.ir/article-1-2046-en.html
URL: http://frooyesh.ir/article-1-2046-en.html
1- Master of Educational Technology, Islamic Azad University, Kermanshah Branch, Kermanshah, Iran. , Samanqasemi96@gmail.com
2- Master of Educational Technology, Islamic Azad University, Kermanshah Branch, Kermanshah, Iran.
3- Master of Counseling and Guidance, Islamic Azad University, Ghaenat Branch, South Khorasan, Iran.
4- Master of Educational Sciences (Curriculum Orientation), Islamic Azad University, Urmia Branch, Urmia, Iran.
2- Master of Educational Technology, Islamic Azad University, Kermanshah Branch, Kermanshah, Iran.
3- Master of Counseling and Guidance, Islamic Azad University, Ghaenat Branch, South Khorasan, Iran.
4- Master of Educational Sciences (Curriculum Orientation), Islamic Azad University, Urmia Branch, Urmia, Iran.
Abstract: (1550 Views)
The aim of this study was to investigate the effect of self-regulatory strategies training on problem-solving styles and self-directed learning students. The research method was quasi-experimental with pre-test-post-test and control group. The statistical population of the study consisted of all third-grade male students in the second year of high school in Kermanshah in the second semester of 2018-19. Among them, 30 third-grade male students were randomly selected as the research sample and randomly assigned to two experimental groups (15 people) and a control (15 people). The experimental group received a group self-regulatory training program in eight 90-minute sessions per week as a group; the control group was on the waiting list for 2 months. In order to gather information, the problem-solving style questionnaires were shortened and Lang (1996) and self-learning for Fisher et al. (2001) were used. Multivariate analysis of covariance was used to analyze the data. The findings showed that there was a significant difference between the mean of post-test scores of the experimental and control groups in the variables of problem-solving styles and self-directed learning by controlling the effect of the pretest. Generally, based on the results of this study, it can be said that self-regulatory strategies training was effective in increasing problem-solving styles and students' self-directed learning.
Type of Article: Applicable |
Subject:
Educational Psychology
Received: 2020/04/19 | Accepted: 2020/05/10 | ePublished: 2021/05/31
Received: 2020/04/19 | Accepted: 2020/05/10 | ePublished: 2021/05/31
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