Compare the Effectiveness of Motivational Self-Regulatory Skills Training and Emotional-Social Skills Training on Academic Buoyancy, Resilience and Academic Engagement in Junior High School Students with Low Academic Performance in the Fifth District of Tabriz

ahmadi, rahim; Hosseini-nasab, Seyyed Davoud; Azmodeh, Masomeh

doi:10.30495/jinev.2021.683362

Manuscript ID : 683362 Visit : 210 Page: 61 - 92

10.30495/jinev.2021.683362

Article Type: Original Research

Compare the Effectiveness of Motivational Self-Regulatory Skills Training and Emotional-Social Skills Training on Academic Buoyancy, Resilience and Academic Engagement in Junior High School Students with Low Academic Performance in the Fifth District of Tabriz

Subject Areas : Educational Psychology

rahim ahmadi ¹ (2. Ph.D. student in Educational psychology, Tabriz Branch, Azad University, Tabriz, iran)
Seyyed Davoud Hosseini-nasab ² (Professor of Psychology, Tabriz Branch, Azad University, Tabriz, iran)
Masomeh Azmodeh ³ (4. Assistant professor of Psychology, Tabriz Branch, Azad University, Tabriz, iran)

Received: 2021-07-19 Accepted : 2021-07-19 Published : 2021-05-22

Keywords: resilience, motivational self- regulation, ocial-emotional, academic uoyancy,

Abstract :

The overall purpose of this study was to compare the effectiveness of motivational self-regulatory skills training and emotional-social skills training on academic buoyancy, resilience and academic engagement in junior high school students with low academic performance in the fifth district of Tabriz. The research method is quasi-experimental of pre-test and post-test with control group. The statistical population includes all high school students in the first period of education in District 5 of Tabriz. Of the total schools in District 5, 19 schools had low academic performance, of which three schools had the lowest average academic achievement and 25 students from each school were randomly divided into two groups. Experiments and a control group were included. Measurement tools include academic buoyancy test, resilience test, and academic engagement test. Two training packages of motivational self-regulation skills and emotional-social skills were performed on the two experimental groups. Findings indicate that motivational self-regulatory skills training have an effect on academic buoyancy and academic engagement of junior high school students. Emotional-social skills training has an impact on academic buoyancy, resilience and academic engagement of students.

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