Soleyman Kabini Moghadam; Gholamhossein Entesar Foumani; Masod Hejazi; Hasan Asadzadeh
Abstract
The purpose of this study was comparing the effectiveness of training self-regulated learning and help-seeking strategies on increasing educational buoyancy and conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The ...
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The purpose of this study was comparing the effectiveness of training self-regulated learning and help-seeking strategies on increasing educational buoyancy and conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of this study was all the students of non- Public Schools in the theory-based branch of the second grade (eleventh) sof high schools of the first and second district of Rasht in the academic year of 2017-2018. 60 students were selected by multi-stage cluster sampling and randomly divided into 3 groups. The questionnaires of educational buoyancy of dehghani-zadeh & hossein-chari (2012) and educational conscience Mcilroy and Bunting (2002) were completed for all the subjects in the pre-test and post-test phases. Then, one of the experimental groups received twelve 90-minute sessions of help-seeking strategies, and the other experimental group received fifteen 90-minute sessions of self-regulated learning. The control group did not receive any interventions during this period. The data were analyzed by inferential statistics of covariance analysis and Bonferroni post hoc test. The results showed that self-regulated learning and help-seeking strategies training increased the educational buoyancy of Procrastinating Students. The results also showed that there is no significant difference between two training methods. Based on the results of this research, it can be concluded that the use of self-regulated learning and help-seeking strategies training is useful for reducing the procrastination in students.
