The Effectiveness of Reverse Learning on Procrastination and Academic Self-Regulation of Male Students with Math Disorders

Document Type : Research Article

Authors

1 PhD student, educational psychology, Lorestan University, Khorramabad, Iran

2 Professor, Department of Psychology, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran

3 Master of Clinical Psychology, Firozabad Branch, Islamic Azad University, Firozabad, Iran

Abstract

Objective: The aim of this study was to determine the effectiveness of reverse learning on procrastination and academic self-regulation of male students with math disorders in Khorramabad.
Method: This research was conducted in a quasi-experimental method with a pretest-posttest design along with unequal control group. All 13-15 year old male students with math disorders in Khorramabad in 2021-2022 who were studying in the first year of high school, formed the statistical population of this study. From the statistical population, 28 students with math disorders were selected by available sampling method, and all of them were randomly assigned to the experimental (n = 14) and control (n = 14) groups. In order to collect research data, Solomon and Rathblum (1984) academic procrastination questionnaire, Savari and Arabzadeh academic self-regulatory questionnaire (2013), and Kiyam Canoli (1988) mathematical test were used. Reverse learning training was provided for 9 sessions of 45 minutes for the experimental group. Univariate and multivariate analysis of covariance were used to analyze the data.
Results: The results of the analysis of research findings showed that reverse learning training is effective in reducing procrastination and improving academic self-regulation of students with mathematical disorders (P <0.05).
Conclusion: According to the results of this study, it can be said that reverse learning education is an effective education in order to reduce procrastination and improve academic self-regulation of students with learning disabilities, especially math disorders.

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 10, Issue 19
December 2022
Pages 237-258

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