Volume 2, Number 4 (Autumn 2014-- 2014)                   PCP 2014, 2(4): 237-246 | Back to browse issues page


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Doostian Y, Fattahi S, Goudini A A, Azami Y, Massah O, Daneshmand R. The Effectiveness of Self-regulation in Students’ Academic Achievement Motivation. PCP. 2014; 2 (4) :237-246
URL: http://jpcp.uswr.ac.ir/article-1-194-en.html

1- Ph.D. Student of Counseling University of Social Welfare & Rehabilitation Sciences
2- M.Sc of Educational Sciences Birjand Univesity
3- Ph.D. Student of Counseling Kharazmi University
4- Ph.D. Student of Rehabilitation Psychology Allameh Tabatabaei Univeristy, Tehran, Iran
5- MD Substance Abuse and Dependency Research Center, University of Social Welfare & Rehabilitation Sciences, Tehran, Iran.
6- Psychiatrist Substance Abuse and Dependency Research Center, University of Social Welfare & Rehabilitation Sciences, Tehran, Iran
Abstract:   (1058 Views)

Objective: This research was conducted to study the effectiveness of self-regulation training among female students’ academic achievement motivation in Birjand City, Iran.

Methods: In this interventional comparative study (pretest-posttest design with control group), 84 eighth grade students (from public intermediate schools) in Birjand were selected through multi-stage cluster sampling. They were placed in two groups: experiment and control with randomization. The academic achievement motivation test and science test were administered as pre- and post-tests, respectively. The experimental group was taught self-regulation skills in 8 sessions. Data were analyzed using the mixed-design factorial analysis of variance model.

Results: The results showed significant differences in the experiment group’s achievement motivation test (p<0.05), but no signs of change in the science test.

Conclusion: We can provide students with effective and useful tips to improve their academic achievement and performance by teaching them self-regulation skills.

Full-Text [PDF 512 kb]   (861 Downloads)    
Type of Study: Research | Subject: Cognitive behavioral
Received: 2014/05/13 | Accepted: 2014/07/17 | Published: 2014/10/1

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