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year 13, Issue 2 (spring 2024)
Rooyesh 2024, 13(2): 121-130 |
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Ethics code: IR.IAU.KHUISF.REC.1402.027
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Salmani Z, Mehdad A, Nadi Khorasgani M. (2024). Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic engagment.. Rooyesh. 13(2), 121-130.
URL: http://frooyesh.ir/article-1-4974-en.html
URL: http://frooyesh.ir/article-1-4974-en.html
1- Ph.D student of Eeducational Ppsychology, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2- Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran. ,alimahdad.am@gmail.com
3- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran.
2- Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran. ,
3- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran.
Abstract: (737 Views)
The aim of this research was Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Engagement. This research was quasi-experimental with a pretest-posttest. The statistical population of research included all female students with high test anxiety in senior elementary school in Chadegan City (the academic year: 1401-1402 AH), after the implementation of the test anxiety questionnaire of Abolghasemi et al. (1375 AH), 72 students were purposefully selected as a sample and then randomly assigned into 3 experimental groups and 1 control group, each consisting of 18 people. The experimental groups were taught time management training in 8 sessions of 60 minutes motivational strategies in 8 sessions of 60 minutes and self-regulated learning strategies in 8 sessions of 90 minutes and the control group did not receive any intervention. Then all four groups answered the Reeve and Tseng Academic Engagement Scale (2011) in three phases: pre-test, post-test, and follow-up. Data analysis was performed using ANOVA with repeated measures. The results showed that time management training, motivational strategies, and self-regulated learning strategies were effective in increasing academic engagement )p<0/05), and according to the Bonferroni test, no significant difference was observed between the effectiveness of the packages (p=0.001). According to the research results, it is suggested to use these three educational packages to increase students' academic engagement.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2023/11/21 | Accepted: 2024/02/9 | ePublished: 2024/04/29
Received: 2023/11/21 | Accepted: 2024/02/9 | ePublished: 2024/04/29
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