Comparison of the Effect of Instruction of Self-regulated Learning and Help-seeking Strategies Training to Increase Educational Engagement and Buoyancy of Procrastinating Students

Document Type : Research Article

Authors

1 Ph.D student in Educational Psychology, Faculty of Educational Sciences and Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran

2 Assistant Professor of Psychology, School of Educational Sciences and Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran

3 Associate Professor of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran

Abstract

Goal: The purpose of this study was to comparison of the effect of instruction of self-regulated learning and help-seeking strategies training to increase educational engagement and buoyancy of procrastinating students.
Method: This research was a semi-experimental design with pretest-posttest design with two experimental and one control groups. The statistical population of this study included all non- public schools of the second grade of secondary schools in the first and second districts of rasht city (29 schools and 593 students) in the academic year of 2017-2018, among them 60 procrastinating students through solomon and roth blum (2013) questionnaires were randomly selected and randomly divided into 3 groups of 20 (2 experimental and 1 control groups). questionnaires educational engagement schofeli & et al (2002) and educational buoyancy of dehghani-zadeh & hossein-chari (2012) completed all of the subjects in the pre-test and post-test phases. Then, one of the experimental groups received 12 sessions of 90 minute under the instruction of help-seeking strategies, and the other experimental group was received 15 sessions of 90 minutes under the instruction of self-regulated learning. while the control group did not receive any interventions during this period. Data were analyzed using inferential statistics of multivariate analysis and bonferroni post hoc test.
Findings: The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational engagement of who were Procrastinating Students. The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational buoyancy of who were Procrastinating Students.
Conclusion: Based on the results of this research, it can be concluded that the use of instruction of self-regulated learning and help-seeking strategies is used to reduce of procrastinating students.

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 7, Issue 13
February 2020
Pages 191-212

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