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year 15, Issue 4 (1st Summer 2026 2026)
Rooyesh 2026, 15(4): 151-160 |
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Ethics code: IR.IAU.AHVAZ.REC.1403.450
Clinical trials code: IRCT20250217064751N1
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Esmail Darjani R, Ehteshamzadeh P, Marashian F S, Safarzadeh S. (2026). The Effectiveness of Group Training in Self-Regulated Learning Strategies and Executive Function Enhancement on Academic Help-Seeking among Students with Low Academic Achievement. Rooyesh. 15(4), 151-160.
URL: http://frooyesh.ir/article-1-7093-en.html
URL: http://frooyesh.ir/article-1-7093-en.html
1- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran.
2- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. p_ehtesham85@iau.ac.ir ,p_ehtesham85@iau.ac.ir
2- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. p_ehtesham85@iau.ac.ir ,
Abstract: (90 Views)
This study aimed to compare the effectiveness of Group Training in Self-Regulated Learning Strategies and Executive Function Enhancement on Academic Help-Seeking among Students with Low Academic Achievement. The research employed a quasi-experimental design with a pretest–posttest control group and a three-month follow-up period. The statistical population included female lower-secondary students with low academic performance in public schools in Babol during the 2024–2025 academic year. From this population, 60 participants were selected through convenience sampling and randomly assigned to experimental and control groups (20 participants in each group). The Academic Help-Seeking Questionnaire (HSQ; Ryan & Pintrich, 1997) was used for data collection. The self-regulated learning intervention was implemented in eight 90-minute sessions, while executive function enhancement training was conducted in ten 60-minute sessions for the experimental groups. Data were analyzed using repeated-measures ANOVA and Bonferroni post hoc tests. The results indicated a significant difference between the pre-test and post-test mean scores of academic help-seeking in the experimental and control groups (P<0.05). However, no significant difference was observed between the post-test and follow-up stages (P>0.05), indicating that the intervention effects were maintained over time. Furthermore, a significant difference was found between the two experimental groups (P<0.05). Therefore, it can be concluded that training in self-regulated learning strategies was more effective in improving academic help-seeking among students with low academic achievement.
Keywords: Self-Regulated Learning, Executive Functions, Academic Help-Seeking, Academic Achievement.
Type of Article: Applicable |
Subject:
Educational Psychology
Received: 2026/04/21 | Accepted: 2026/04/30 | ePublished: 2026/07/1
Received: 2026/04/21 | Accepted: 2026/04/30 | ePublished: 2026/07/1
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