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

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AHMADI RAHIM; Hosseini nasab Seyed Davod; Azmodeh Masomeh

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Journal Paper

Paper Information

Journal: (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES Year:2021 | Volume:14 | Issue:53 Page(s): 61-92

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Information Journal Paper

Title

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

Author(s)

AHMADI RAHIM | Hosseini nasab Seyed Davod | Azmodeh Masomeh | Issue Writer Certificate

Keywords

motivational self-regulationQ1

ocial-emotionalQ1

academic uoyancyQ1

resilienceQ1

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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APA: Copy

AHMADI, RAHIM, Hosseini nasab, Seyed Davod, & Azmodeh, Masomeh. (2021). 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. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, 14(53 ), 61-92. SID. https://sid.ir/paper/410881/en

Vancouver: Copy

AHMADI RAHIM, Hosseini nasab Seyed Davod, Azmodeh Masomeh. 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. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES[Internet]. 2021;14(53 ):61-92. Available from: https://sid.ir/paper/410881/en

IEEE: Copy

RAHIM AHMADI, Seyed Davod Hosseini nasab, and Masomeh Azmodeh, “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,” (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, vol. 14, no. 53 , pp. 61–92, 2021, [Online]. Available: https://sid.ir/paper/410881/en

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