Effectiveness of Self-Regulation Intervention on Improving the Components of Academic Competence of Male and Female High School Students in Tabriz

Abstract

The purpose of the present study was to investigate the effectiveness of self-regulation intervention on improving the components of academic competence of male and female high school students in Tabriz. The study population consisted of all students studying in academic year 2017-18. The multi-stage cluster sampling was employed to select 94 students participating in the study. The research tools included a questionnaire of self-regulatory learning (MSLQ) and a researcher-made academic competenc questionnaire (based on McGrew's Model of Motivation and Academic Competenc, 2013). The validity of the academic competency questionnaire was obtained through exploratory factor analysis and its reliability was calculated using Cronbach's alpha coefficient at 0.92. The method of this study was a semi-experimental pre-test-post-test with a control group and a follow-up study after 3 months. Data analysis was conducted using variance analysis through repeated measures, Results showed that intervention factor had a significant effect on developing academic competence (0/008), but the effect of gender was not significant. Intervention factor had a significant effect on subscales of orientation towards self (0.008) and Orientation towards learning (0.01). Furthermore, in the subscale of orientation toward others, neither intervention (0.08) nor gender (0.88) were significant. Overall, the results of the study indicated that self-regulated education had a significant effect on developing students' academic competence, however, since this intervention did not prove to be significant on the subscale of orientation towards others, it is recommended that further educational strategies and interventions be implemented and tested in this area.

Keywords

• self-regulation
• learning
• academic competence
• metacognition
• students