List of Articles Self-Regulatory Strategies

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  1 - The effectiveness of self-monitoring and self-reinforcement on improving social skills and student`s educational performance with Attention Deficit Hyperactivity Disorder (AD/HD)
  Saeed Teimori Gholamreza Khoeenejad Zhaleh Hematyar Hosein Moameni Mahmouei
  This study was accomplished with the goal of considering the effect of self-control training on improving social skills and AD/HD (Attention Deficit Hyperactivity Disorder) students’ educational performance. This study followed a quasi-experimental design (pretest More

  This study was accomplished with the goal of considering the effect of self-control training on improving social skills and AD/HD (Attention Deficit Hyperactivity Disorder) students’ educational performance. This study followed a quasi-experimental design (pretest/posttest with a control group). The population of the study consisted of all first-grade elementary male students of Tabadkan region in Mashhad (1386-1387) from which the selected sample consisted of 60 male students. The 60 participants with Attention Deficit Hyperactivity Disorder (AD/HD) were selected randomly; and were then divided into control and experimental groups (30 in each group, N=30). The Independent-Sample T-test was used for analyzing the data of the study. The results were indicative of a significant influence of the self-control method learning on the improvement of social progressing in children with Attention Deficit Hyperactivity Disorder (not a progressing educational performance). Manuscript profile
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  2 - The Effectiveness of Teaching Self-regulatory Strategies on Readiness for E-learning and Self-directed Learning in Students Studying in Virtual Courses
  Kobra Faridia Akbar Rezaei Javad Mesrabadi
  10.30495/jinev.2021.1937856.2548
  The purpose of this study was to evaluate the effectiveness of teaching self-regulatory strategies on readiness for E-learning and self-directed learning in students studying in virtual courses. The research method was a quasi-experimental design with a pre-protest and More

  The purpose of this study was to evaluate the effectiveness of teaching self-regulatory strategies on readiness for E-learning and self-directed learning in students studying in virtual courses. The research method was a quasi-experimental design with a pre-protest and control group. The statistical population consisted of all psychology students of the virtual courses of Payame Noor University of Tabriz in the academic year 2020-2021. Thirty students were selected as the sample by convenience sampling method according to the inclusion and exclusion criteria and were randomly assigned into intervention and control groups (15 students in each group). The training package of self-regulatory learning strategies (Karami, Karami & Hashemi, 2013) for the experimental group was implemented in 8 one-hour sessions. Self-directed Learning Questionnaire (Fisher, King, & Tague, 2001), and E‐Learning Readiness Questionnaire (Watkins, Leigh & Triner, 2004) were used as the evaluation tools in the pre-test, and post-test. Finally, the data were analyzed by SPSS software version 25 using analysis of covariance. The results showed that teaching self-regulatory strategies were effective on students' readiness for e-learning and self-directed learning. According to these findings, teaching self-regulatory strategies for students in E-learning courses is recommended to increase readiness for E-learning and self-directed learning. . . Manuscript profile
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  3 - Predicting academic self-efficacy based on motivational beliefs, self-regulatory strategies and students' academic performance
  faranak mosavi lily dadjo
  The purpose of this study was to predict academic self-efficacy

  The purpose of this study was to predict academic self-efficacy Manuscript profile