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Showing 2 results for Self-Regulation

Younes Doostian, Sheida Fattahi, Ali Akbar Goudini, Yusof Azami, Omid Massah, Reza Daneshmand,
Volume 2, Issue 4 (10-2014)
Abstract

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.


Farangis Demehri, Reyhane Heydarloo,
Volume 13, Issue 1 (1-2025)
Abstract

Objective: Research suggests that children with hearing impairments are more vulnerable to emotional and behavioral challenges. The current study aims to determine the effectiveness of cognitive rehabilitation (CR) therapy on behavioral problems and emotional self-regulation (ESR) in children with hearing impairment.
Methods: A quasi-experimental study was conducted with a pre-test-post-test design and a control group. A convenient sampling method was used to select 24 girls, ages 7 to 11 years (mean age=9.17±3.32 years) with hearing impairment. Subjects were randomly assigned to the experimental and control groups, each consisting of 12 girls. The experimental group received ten CR therapy sessions. Data were collected using two measures: The Conners’ parent rating scale (CPRS) and the ESR questionnaire. Multivariate analysis of covariance (MANCOVA) was used to analyze the data.
Results: The results revealed that the CR program significantly affects behavioral problems and ESR of children with hearing impairment (P<0.05).
Conclusion: Children with hearing problems improved in behavioral problems and ESR following the CR program. Therefore, providing a CR program for these children is particularly important.


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