The effectiveness of mindfulness and self-regulation training in reducing test anxiety and improving attitude towards school in11th grade student’s at Tehran

Abstract

Background: Positive attitude toward school, educational content, and teachers’ behaviors cause academic motivations in students. Self-regulated learners develop the positive attitude through their own intellectual processes and knowing how to utilize learning strategies. This research project determines the effectiveness of self-regulation on students with low attitude toward school. Aims: The study aimed to assess the effectiveness of self-regulation in reinforcing positive attitude toward school among grade 11 students. Method: This experimental study was carried out with a pretest-posttest design and control groups. 88 students (44 male and 44 female) with low scores in attitude to school were selected by using the multistage cluster sampling. The attitude questionnaire toward Mccoach and siegle (2003) school was used as the research tool, and data were analyzed by using one way analysis of covariance (ANCOVA). Results: Results showed the significant effectiveness of the attitude toward to school among both of experimental male and female groups (p<0/01). Conclusions: The development of self-regulation skills, improved the student performance in learning as compared before. This achievement, in turn, instilled a positive attitude to school among them.

Keywords

• self-regulation
• attitudes toward school
• students