The effectiveness of teaching self-regulated learning strategies on academic morale and academic self-disability students

Bargi, Isa; Hayealalm, Vida

doi:10.22034/jmpr.2023.55063.5395

The effectiveness of teaching self-regulated learning strategies on academic morale and academic self-disability students

Document Type : Research Paper

Authors

isa bargi ¹
vida hayealalm ²

¹ Associate Professor, Department of Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran

² MA in educational research, Marand Branch, Islamic Azad University, Marand, Iran

10.22034/jmpr.2023.55063.5395

Abstract

The aim of the current research was to evaluate the effectiveness of teaching self-directed learning strategies on the academic spirit and academic self-disability of students. This research was semi-experimental and pre-test-post-test design with a control group. The statistical population of the current research was all the students of the second year of elementary school in the academic year of 2021-2022 in Tabriz city, from which 60 people were selected by cluster random sampling and divided into two intervention and control groups (30 people for each group) were placed. Scientific spirit questionnaire (Saatchi and Kamiari, 2015) and self-handicapping scale (Bargas and Jones, 2001) were used to collect data. The data analysis was done with the statistical method of multivariate covariance analysis. The findings of the research showed that the teaching of self-directed learning strategies has an effect on the academic spirit and academic self-disability of students. In fact, teaching self-directed learning strategies increases academic morale and reduces academic self-handicapping in students. Therefore, paying attention to self-directed learning strategies plays an important role in the academic spirit and self-disability of students.

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