Abstract
This study was set out to compare the effect of teaching Self-Regulation, Neuro Verbalplanning, and combinational strategies on academic motivation of male and female high school students. This study was quasi-experimental and non–equivalent control group design was used. The statistical population included all male and female high school students in Hamadan province from which 161 people were selected randomly through multi-level cluster sampling and divided in six experimental and two control groups by random substitution sampling. Then, the experimental groups were received teaching Self-Regulation, Neuro -Verbalplanning (NLP), and Consolidated Strategies in 10 sessions. But, control group didn't receive teaching in these fields. The instrument also included Hermann’s Achievement Motivation Questionnaire. To analyze the data, Covariance analysis (ANCOVA) and LSD were used. The results indicated that there is a difference between the effectiveness of Teaching Self-Regulation, Neuro - Verbal planning (NLP), and combinational strategies on Academic Motivation. Also, the results indicated that combinational (p < 0/005), self-regulation (p < 0/005), and NLP (p < 0/005)strategies had the more effects on Academic motivation of the students respectively. The results indicated that the effectiveness of combinational and self-regulation strategies on academic motivation of male high school students was higher than female high school students, But, no significant difference was found in the effectiveness of neuro-verbal planning on academic motivation of male and female high school students.
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