The Effect of Self-Regulation Learning Training on Academic Engagement and Positive Academic Emotions of Basic Science Students
Subject Areas : Educational Science
Ali Mahmoudloo
1
,
Houra Soudi
2
1 - Department of Basic Science, Farhangian University, Tehran. Iran
2 - Lecturer of the Educational Sciences Department of Farhangian University
Keywords: Education, self-regulation learning, academic engagement, positive emotions, Farhangian University,
Abstract :
The study aimed to investigate the effect of self-regulation learning training on academic engagement and positive emotions of basic science students of Farhangian University in West Azerbaijan. To conduct this research, two classes and 30 students from each were randomly selected from among students of basic sciences by cluster random sampling and were placed in two experimental and control groups. Frederick et al.’s academic engagement questionnaire and Pekran et al.’s positive emotions questionnaire were used to collect data. The method of this study was quasi-experimental with pre-test-post-test design with a control group. After randomly selecting the experimental and control groups, self-regulation learning training intervention was performed on the experimental group for eight 100-minutes sessions and two sessions per week in cyberspace. After the end of the training program, post-test was performed in both groups. Data analysis based on analysis of covariance showed that self-regulation learning training significantly increased the academic engagement score and positive emotions of the experimental group students compared to the control group.