The aim of the present study was to determine the effectiveness of reverse education on motivation, academic engagement, academic self-regulation and academic self-regulation of fifth grade elementary male students. The research design of the present study is quasi-expe
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The aim of the present study was to determine the effectiveness of reverse education on motivation, academic engagement, academic self-regulation and academic self-regulation of fifth grade elementary male students. The research design of the present study is quasi-experimental with pre-test-post-test with a control group and is applied in terms of purpose. The statistical population included all male students in the fifth grade of elementary school in Tehran. Purposeful available sampling was performed on 30 fifth grade elementary school students from a public primary school who were randomly divided into two groups of 15 experimental and control students in two classes. The experimental group was trained in reverse, and the control group proceeded according to their teacher's usual method. Research tools included Beauford (1995), Rio (2013) and Harter (1981) self-regulatory questionnaires. Data were analyzed by analysis of covariance in SPSS20 software. The results showed that there was a significant difference (P <0.05) between the experimental and control groups in terms of self-regulation, education, conflict and education and motivation. In other words, reverse education increased students' motivation, education, engagement, education, and self-regulation.
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