Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Self-Concept
The aim of present study was to compare effectiveness of time management training, motivational strategy and self-regulation strategy packages on academic self-concept in students with exam anxiety among second year of elementary school. Research method was quasi-experimental with pre-test-post-test...
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University of Sistan and Baluchestan
2024-09-01
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| Series: | مطالعات روانشناسی تربیتی |
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| Online Access: | https://jeps.usb.ac.ir/article_8599_cb551de94b5c406c08a82cc540d03b46.pdf |
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| author | Zahra Salmani Ali Mehdad Mohammad Ali Nadi Khorasgan |
| author_facet | Zahra Salmani Ali Mehdad Mohammad Ali Nadi Khorasgan |
| author_sort | Zahra Salmani |
| collection | DOAJ |
| description | The aim of present study was to compare effectiveness of time management training, motivational strategy and self-regulation strategy packages on academic self-concept in students with exam anxiety among second year of elementary school. Research method was quasi-experimental with pre-test-post-test design and two-month follow-up period. statistical population included all students with exam anxiety in academic year 2022-2023 in second term of Chadegan elementary school, after the implementation of exam anxiety questionnaire by Abolghasemi et al (1997)., 72 students were purposefully selected and randomly assigned in 3 experimental groups and 1 control group, each including 18 students. For experimental groups, time management by Brian Tracy (2008) and motivational strategy training by Nazemy, et al. (2020) was carried out for 8 sessions of 60 minutes each and self-regulation by Dansereau et al (1979) for 8 sessions of 90 minutes, and control group did not receive any intervention. Then, all groups answered Chen and Thompson (2004) Academic self-concept Scale in three phases: pre-test, post-test and follow-up. Data analysis was performed using ANOVA with repeated measures. The results showed that time management training, motivational strategies, and self-regulated learning strategies was effective on increasing academic self concept) p<0/05), and according to the Bonferroni test, no significant difference was observed between the effectiveness of the packages (p>0/05). According to the results of the research, it is suggested to the policymakers of the education system that the use of these three educational packages to increase the academic self-concept of students should be placed in the educational priorities. |
| format | Article |
| id | doaj-art-a77a5bf12c7a446ca5e3736ecc4f68a0 |
| institution | Kabale University |
| issn | 2228-6683 2783-5235 |
| language | fas |
| publishDate | 2024-09-01 |
| publisher | University of Sistan and Baluchestan |
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| series | مطالعات روانشناسی تربیتی |
| spelling | doaj-art-a77a5bf12c7a446ca5e3736ecc4f68a02025-01-19T17:52:52ZfasUniversity of Sistan and Baluchestanمطالعات روانشناسی تربیتی2228-66832783-52352024-09-01215510.22111/jeps.2024.46860.55568599Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Self-ConceptZahra Salmani0Ali Mehdad1Mohammad Ali Nadi Khorasgan2Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad UniversityAssociate Professor of Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan (Khorasgan) BranchDepartment of educational management, Faculty of Educational Sciences and Psychology, Islamic Azad UniversityThe aim of present study was to compare effectiveness of time management training, motivational strategy and self-regulation strategy packages on academic self-concept in students with exam anxiety among second year of elementary school. Research method was quasi-experimental with pre-test-post-test design and two-month follow-up period. statistical population included all students with exam anxiety in academic year 2022-2023 in second term of Chadegan elementary school, after the implementation of exam anxiety questionnaire by Abolghasemi et al (1997)., 72 students were purposefully selected and randomly assigned in 3 experimental groups and 1 control group, each including 18 students. For experimental groups, time management by Brian Tracy (2008) and motivational strategy training by Nazemy, et al. (2020) was carried out for 8 sessions of 60 minutes each and self-regulation by Dansereau et al (1979) for 8 sessions of 90 minutes, and control group did not receive any intervention. Then, all groups answered Chen and Thompson (2004) Academic self-concept Scale in three phases: pre-test, post-test and follow-up. Data analysis was performed using ANOVA with repeated measures. The results showed that time management training, motivational strategies, and self-regulated learning strategies was effective on increasing academic self concept) p<0/05), and according to the Bonferroni test, no significant difference was observed between the effectiveness of the packages (p>0/05). According to the results of the research, it is suggested to the policymakers of the education system that the use of these three educational packages to increase the academic self-concept of students should be placed in the educational priorities.https://jeps.usb.ac.ir/article_8599_cb551de94b5c406c08a82cc540d03b46.pdftime managementmotivational strategiesself-regulated strategiesacademic self-conceptelementary school students |
| spellingShingle | Zahra Salmani Ali Mehdad Mohammad Ali Nadi Khorasgan Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Self-Concept مطالعات روانشناسی تربیتی time management motivational strategies self-regulated strategies academic self-concept elementary school students |
| title | Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Self-Concept |
| title_full | Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Self-Concept |
| title_fullStr | Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Self-Concept |
| title_full_unstemmed | Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Self-Concept |
| title_short | Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Self-Concept |
| title_sort | comparison of the effectiveness of time management training motivational strategies and self regulated learning strategies training on female senior elementary school students academic self concept |
| topic | time management motivational strategies self-regulated strategies academic self-concept elementary school students |
| url | https://jeps.usb.ac.ir/article_8599_cb551de94b5c406c08a82cc540d03b46.pdf |
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