The Effectiveness of Instruction of Self-regulated Learning Strategies to Increase Educational Buoyancy and Educational Conscience of Procrastinating Students

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KABINI MOGHADAM SOLIEMAN; ENTESAR FOUMANI GHOLAMHOSSEIN; HEJAZI MASOUD; ASADZADEH HASAN

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Journal: QUARTERLY EDUCATIONAL PSYCHOLOGY Year:2019 | Volume:14 | Issue:50 Page(s): 171-193

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Title

The Effectiveness of Instruction of Self-regulated Learning Strategies to Increase Educational Buoyancy and Educational Conscience of Procrastinating Students

Author(s)

KABINI MOGHADAM SOLIEMAN | ENTESAR FOUMANI GHOLAMHOSSEIN | HEJAZI MASOUD | ASADZADEH HASAN | Issue Writer Certificate

Keywords

Instruction of Self-regulated Learning StrategiesQ1

Educational BuoyancyQ1

Educational ConscienceQ1

Procrastinating StudentsQ1

Abstract

The purpose of this study was effectiveness of instruction of self-regulated learning strategy to increase Educational Buoyancy and Educational Conscience of Procrastinating Students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of the present study included all male students of the non-public schools in the second branch of the second grade (eleventh) secondary schools of the first and second rasht in the academic year of 2017-2018. Of these, 40 of them were selected by multi-stage cluster sampling and randomly divided into 2 groups (experimental and control). questionnaires Educational Conscience McIllory and Bunting (2002) and Educational Buoyancy of Dehghani-Zadeh and Hossein-Chari (2012) completed all of the subjects in the pre-test and post-test phases. The experimental group received 15 sessions of 90 minutes under the self-administered learning strategy learning curriculum, while the control group did not receive any interventions during this period. The results of covariance analysis showed that instruction of self-regulated learning strategy increased Educational Buoyancy and conscience of Procrastinating Students (P˂ 0. 001). The result of this study showed that using self-learning learning strategies is effective in reducing Procrastinating Students.

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APA: Copy

KABINI MOGHADAM, SOLIEMAN, ENTESAR FOUMANI, GHOLAMHOSSEIN, HEJAZI, MASOUD, & ASADZADEH, HASAN. (2019). The Effectiveness of Instruction of Self-regulated Learning Strategies to Increase Educational Buoyancy and Educational Conscience of Procrastinating Students. QUARTERLY EDUCATIONAL PSYCHOLOGY, 14(50 ), 171-193. SID. https://sid.ir/paper/112106/en

Vancouver: Copy

KABINI MOGHADAM SOLIEMAN, ENTESAR FOUMANI GHOLAMHOSSEIN, HEJAZI MASOUD, ASADZADEH HASAN. The Effectiveness of Instruction of Self-regulated Learning Strategies to Increase Educational Buoyancy and Educational Conscience of Procrastinating Students. QUARTERLY EDUCATIONAL PSYCHOLOGY[Internet]. 2019;14(50 ):171-193. Available from: https://sid.ir/paper/112106/en

IEEE: Copy

SOLIEMAN KABINI MOGHADAM, GHOLAMHOSSEIN ENTESAR FOUMANI, MASOUD HEJAZI, and HASAN ASADZADEH, “The Effectiveness of Instruction of Self-regulated Learning Strategies to Increase Educational Buoyancy and Educational Conscience of Procrastinating Students,” QUARTERLY EDUCATIONAL PSYCHOLOGY, vol. 14, no. 50 , pp. 171–193, 2019, [Online]. Available: https://sid.ir/paper/112106/en

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