پژوهشهای کاربردی روانشناختی (Apr 2024)
Comparison of the Effectiveness of Self-Regulation Strategies Training and Problem-Solving Skills Training on Self-Efficacy and Academic Motivation of Tenth Grade Male Students
Abstract
The purpose of this study was to compare the effects of training in problem-solving skills and self-efficacy strategies on the academic motivation of male 10th graders. The research method was quasi-experimental design comprising a pretest, posttest, control group, and a two-month follow-up period design. The statistical sample comprised male pupils in the tenth grade at Ahvaz during the academic year 2021-22. A purposive sampling method was employed to select a sample of 55 tenth graders who exhibited low levels of self-efficacy and academic motivation. These students were then randomly allocated into three groups (including two intervention groups and a control group). The experimental groups were subsequently instructed separately in problem-solving skills for self-regulation strategies training (7 sessions) and problem-solving skills training (9 sessions) separately. The control group exhibited a reluctance to participate in the interventions. The questionnaires used in this study included the academic motivation questionnaire (AMQ) and self-efficacy questionnaire (GSE). The study data were subjected to analysis using mixed ANOVA in conjunction with SPSS-23 statistical software. The results indicated that self-regulation strategies training and problem-solving skills training had an effect on students' self-efficacy (F=29.34; Eta=0.53, P<0001) and academic motivation (F=31.54; Eta=0.55, P<0001). Additionally, the post hoc test revealed that the efficacy of these two interventions did not differ significantly. Drawing from the results obtained from this research, one may deduce that self-regulation strategies training and problem-solving skills are appropriate intervention approaches for enhancing the students' self-efficacy and academic motivation.
Keywords
