Effectiveness Comparison of Teaching Self-Regulatory Strategies of Motivation and Communication Skills on the Academic self-efficacy of Tabriz Talented Students

Document Type : Original article

Authors

1 Department of Educational Sciences, Tabriz branch, Islamic Azad University, Tabriz, Iran

2 PhD, Professor, Department of Educational Sciences, Tabriz branch, Islamic Azad University, Tabriz, Iran

3 PhD, Assistant Professor, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Abstract

Background and Aims: Educational self-efficacy implies one's belief in his abilities in achieving educational goals and activities, and is influenced by several factors. The purpose of the present study was to compare the effectiveness of teaching self-regulation strategies of motivation and communication skills on academic self-efficacy of female Tabriz talented students.
Materials and Methods: In the current quasi-experimental study with pre-test, post-test, and control groups, a total of 90 female high school third grade students in regions 1 and 4 of Tabriz in 2016-2017 were selected using cluster random sampling and were randomly assigned to experimental and control groups. The first group received a training course on motivational self-regulation strategies in 10 sessions, the second group received 10 sessions of communication skills training, and the third group (control) continued its regular classroom programs. A self-efficacy questionnaire was used for data collection.
Results: Data analysis, using single-variable covariance, showed that self-regulation of motivation and communication skills had different effects on academic self-efficacy, and self-regulating strategies of motivation were more effective on academic self-efficacy.
Conclusion: According to the results, it seems that planning effective interventions to promote academic self-efficacy is imperative for female students.

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References

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The Scientific Journal of Rehabilitation Medicine
Volume 9, Issue 2
July 2020
Pages 25-32

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History

  • Receive Date: 22 April 2019
  • Revise Date: 27 May 2019
  • Accept Date: 04 July 2019
  • First Publish Date: 21 June 2020

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