The Effect of Self-Regulation Strategies on Academic Motivation and Test Anxiety in Students

Subject Areas : Educational Psychology

Hakimeh Jalilzadeh ¹ , Heidar Ali Zarei ²

1 - Tabriz
2 - Koy

Received: 2016-06-05 Accepted : 2016-12-27 Published : 2018-09-23

Keywords: Students, test anxiety, Academic motivation, self-regulation strategies,

Abstract :

The present research has studied the Effect of self-regulation strategies on academic motivation and test anxiety in first high school ninth-grade girls. In this regard, 55 people of ninth-grade female students in Tasuj are placed in two experimental and control groups by simple random sampling method. First, the subjects were tested by academic motivation and test anxiety pre-exam. Then 8 self-regulation strategies sessions for 100-minute were taught to the experimental group. During this period the control group received no intervention. The research instruments, Academic Motivation Inventory (AMS) by Valrandand coworkers (1992) with Cronbach''salpha between 0.83 and test anxiety questionnaire by Phillips (PAQ) with 0.82 Cronbach''s alpha was used, which was conducted in two groups pre-test and post-test. Data were analyzed using one-way covariance and by SPSS software. The results showed that there was a significant difference between control and experimental group students in academic motivation subscales (internal, external and amotivation) and test anxiety

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Aksan, N. (2009). A descriptive study:Epistemological beliefs and self-regulated learning. Procedia- Social and Behavioral Sciences, 1, 896-901.

 

Ao Man- Chih, C. (2006). The effect of the use of self -regulation learning strategies on college student’s performance and satisfaction in physical education, a thesis submitted in partial fulfillment of the requirements of degree doctor of   education.

Arizi, H., Abedi, A., & Ahmadi, H. (2013). Meta analysis of the effectiveness of psycho-cognitive interventions on the amount of test anxiety in Iran by Rouzental and Rabin strategy. School psychology journal, 2(1), 99-118 [In Persian].

Azadi Deh Bidi, F., & Khormaii, F. (2015). Prediction of test anxiety according to thinking cognitive styles through goal-orienting in students. Learning and teaching studies journal, 1, 71-99 [In Persian].

Azimi, M., Piri, M., & Zavvar, T. (2013). The relationship between study burnout and self-regulated function of high school students. Research in curriculum, 83, 116-128 [In Persian].

Bembenutty, H. (2008). Self- regulation of learning and academic delay of Gratification: Gender and ethnic difference among college students.Journal of Advanced Academics, 18(4), 586- 616.

Berger, J. & Karabenick, S. (2010). Motivation and student’s use of learning strategies: Evidence of unidirectional effects in mathematics classrooms.Learning and Instruction, 41(5), 1-13.

Bohrani, M. (2005). Study of learning motivation of high school students of Fars and its related factors, Social science Journal of Shiraz university, 22(4), 30-45 [In Persian].

Bruce, W. T., Dennis, A. A., & Dennis, R. S. (2007). Learning and Motivationstrategies: Your Guide to success. Pearson Education.

Deci, E. & Ryan, R. (1985). Intrinsic motivation and self determination in Human behavior: new york: plenum.

Dembo, M. I. & Eation, M. J. (1994). Self-regulation of learning in middle level schools. The Elementary School Journal, 100(15) ,437-448.

Flinn, M. V., & England, B. G. (1997). Social economics of childhood glucocorticoid stress response and health. American Journal of Physical Anthropology: The Official Publication of the American Association of Physical Anthropologists, 102(1), 33-53.

JafarTabatabaii, S. S., BaniJamali, S. S., Ahadi, H., & Khmsan   A. (2012). The impact of training strategies of learning self-regulation on education development and anxiety of psychology students of Islamic Azad University of Birjand. Modern cares, scientific quarterly of nursing and midwifery collage of Birjand medical university. Number4 [In Persian].

Hirji, N. K. (2006). It''sself regulation, but not as we knew it. Contact Lens & Anterior Eye, 29, 57-58.

Huberty, CJ. (2002). A history of effect sizes indices. Educational Psychology Measurement. 62, 227–240.

Gahvechi, F., Fathi Ashtiani, A., & Sajkin, M. (2015). Comparison of the effectiveness of meta cognitive therapy with therapy cognition in decrease of test anxiety. Revolution psychology of Iranian psychologists, 44, 357-367 [In Persian].

Ganji, H., Mami, S., Amirian, K., & Niazi, E. (2015). Effectiveness of training hardiness on test anxiety and study development of students. Education and evaluation research-scientific journal. 29, 61-73 [In Persian].

Khanifar, H., & PourHoseini, M. (2006). Living skills. Ghom. Hajar publication center. [In Persian].

Lufi, D. & Darliuk, L. (2005). The interactive effect of test anxiety and learning Disabilities among adolescents. International Journal of Educational Research, 43, 236-249.

Mehrabizadeh Honarmand, M., & Kazemian, K. (2007). Investigation of effectiveness of regular desensitization on test anxiety and study function. Functional psychology, 2(5), 23-35 [In Persian].

Mirhoseini, F. S. (2011). The effect of self regulation on motivation and study development of fifth yer students. MA thesis of Tehran University [In Persian].

Mombini, S., Maktabi, G., & Behrouzi, N. (2015). The effect of study self function on test anxiety of students on third year of high school, 61, 42-48 [In Persian].

Mohammadi Darvishbaggal, N., Hatami, H., Asadzadeh, H., & Ahadi, H. (2013). Investigating the effect of training self-regulation strategies on motivational believes of students. Educational psychology quarterly, 9(27), 49-66 [In Persian].

Nasri, S., Shahrokhi, M., & Damavandi, E. (2013). Prediction of study negligence according to compliance trend and test anxiety in students. Research quarterly, 1, 24-36 [In Persian].

Nunez, J. C., Cerezo, R., Bernardo, A., Rosario, P., Valle, A., & Fernandez, E. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: results of an experience in higher education. Psicothema, 23 (2), 274-81.

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