The effectiveness of self-regulation training based on creative representation on self-regulation and motivation of academic progress of primary school students

Mahdizadeh, Morteza; Pakdaman, Majid; Ebrahimpor, Majid; Saeidi, Ali

doi:10.32592/jeche.5.2.1

Volume 5, Issue 2 (Vol 5, No 2 (16) 2024) 2024, 5(2): 1-14 | Back to browse issues page

‎ 10.32592/jeche.5.2.1

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Mahdizadeh M, Pakdaman M, Ebrahimpor M, Saeidi A. (2024). The effectiveness of self-regulation training based on creative representation on self-regulation and motivation of academic progress of primary school students. Journal of Childhood Health and Education. 5(2), : 1 doi:10.32592/jeche.5.2.1
URL: http://jeche.ir/article-1-208-en.html

The effectiveness of self-regulation training based on creative representation on self-regulation and motivation of academic progress of primary school students

Morteza Mahdizadeh ^*¹, Majid Pakdaman², Majid Ebrahimpor², Ali Saeidi³

1- Ph.D. student in educational psychology, Qaenat department, Islamic
2- educational psychology, Qaenat department, Islamic
3- Department of Psychology and Counseling, Farhangian University. Tehran Iran

Abstract: (434 Views)

Background and Aim: The present research was conducted with the aim of the effectiveness of the self-regulation training package based on creative presentation to motivate the academic progress and academic self-regulation of primary school students. Methods: The method of this research was applied in terms of purpose and in terms of the nature of the data, it was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all the students of the second year of elementary school studying in Gonabad city in the academic year of 2019-2019. According to the purpose of the research, a sample of 30 students was selected using available sampling and according to the entry and exit criteria, and they were randomly assigned to two experimental and control groups. In the pre-test stages, the participants responded to Hermans' (1970) academic achievement motivation scales and Pintrich and DeGroot's (1990) self-regulated learning strategies. Then, during the intervention process, the experimental group received self-regulation training based on creative play during nine 90-minute sessions, and the control group received regular daily training. After the end of the intervention, both groups once again completed the scales of academic achievement motivation and self-regulated learning strategies. Data analysis was done using the univariate covariance test and spss.26 software. Results: The results showed that the self-regulation training package based on creative performance was significantly effective in motivating the academic progress and academic self-regulation of primary school students. Conclusion: Based on the findings of the present research, it can be said that the self-regulation training package based on creative presentation leads to the improvement of the motivation of academic progress and academic self-regulation of students

Article number: 1

Keywords: self-regulation training package based on creative representation, Academic achievement motivation

Full-Text [PDF 704 kb] (192 Downloads)

Type of Study: Research | Subject: Special
Received: 2024/03/14 | Accepted: 2024/06/12 | Published: 2024/06/12