The effect of self-regulated education strategies on self-efficacy, test anxiety and achievement motivation of third grade female high school students in Mashhad

Tajipoor, Amaneh; Janjani, Bahareh; Habibi, Marziyeh; Ahadi, Maryam; Karbalaei, Fatemeh

doi:10.30495/jinev.2019.670502

Manuscript ID : 670502 Visit : 293 Page: 67 - 92

10.30495/jinev.2019.670502

Article Type: Original Research

The effect of self-regulated education strategies on self-efficacy, test anxiety and achievement motivation of third grade female high school students in Mashhad

Subject Areas : Educational Psychology

Amaneh Tajipoor ¹ , Bahareh Janjani ² , Marziyeh Habibi ³ , Maryam Ahadi ⁴ , Fatemeh Karbalaei ⁵

1 - Broujerd
2 - Hamadan
3 - Tehran
4 - Saveh
5 - Tehran

Received: 2019-04-08 Accepted : 2019-12-08 Published : 2019-11-22

Keywords: Self-efficacy, Self-regulation, achievement motivation, test anxiety,

Abstract :

The purpose of this study was to investigate the effect of self-regulated education strategies on self-efficacy, test anxiety, and student achievement motivation. The research method was quasi-experimental with pretest-posttest and control group. The statistical population of the study consisted of all third grade female students in the second semester of Mashhad in the first semester of the school year 2018-19, out of which 30 students were selected through multistage random sampling (inclusion and exclusion criteria). Subjects were selected and randomly assigned to two experimental (n = 15) and control (n = 15) groups. The experimental group received a self-regulated strategy training program in 8 sessions of 90 minutes per week as a group; the control group was on the waiting list for 2 months. The Schwarzer et al. (1979), Abolghasemi et al. (1996) test anxiety, and Hermans Progressive Motivation Questionnaire (1970) were used for data collection in both pre-test and post-test stages. Data were analyzed using univariate and multivariate analysis of covariance. The results of data analysis showed that there was a significant difference between control group post-test scores on self-regulation, social anxiety and achievement motivation (P <0.001). According to the results of the study, it can be said that self-regulation strategies have an impact on reducing test anxiety and increasing self-efficacy and progressive motivational factors including self-confidence, perseverance, diligence and future of female students.

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Akbari, M., Shaghaghi, F., & Behrouzian, M. (2011). The Effect of Problem Solving Skills Training on Students' Test Anxiety. Journal of Evolutionary Psychology, 8 (29), 67-74 [In Persian].

Bamber, M. D. (2016). The effects of mindfulness meditation on anxiety in college students (Doctoral dissertation, Saint Louis University).

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Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and HigherEducation, 33, 24-32.

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

Cazan, A. (2013). Teaching self-regulated learning strategies for psychology students. Procedia - Social and Behavioral Sciences, 78, 743-747.

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

Deci, E. L. & Ryan, R. M. (2002). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self -determination of behaviour. PsychologicalInquiry, 11, 227-268.

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The effect of self-regulated education strategies on self-efficacy, test anxiety and achievement motivation of third grade female high school students in Mashhad