The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy

Abstract

The purpose of this study was to investigate the effects of self-regulation learning strategies training on the academic motivation and self-efficacy of students. Therefore, two twenty-three classes of female elementary students were selected as the sample. One of the classes was chosen as the experimental group who were taught the self-regulation learning strategies for 10 sixty-minute sessions and the control group didn’t receive anything. At first, the experimental group was tested with motivated strategies for learning questionnaire (MSLQ), academic motivation scale and self-efficacy scale, and then the scores of the two groups were compared in post-tests. The design of research was quasi-experimental method with pre-test and post-test. For measuring the variables the academic motivation questionnaire (Harter, 1981) and the academic self-regulation (Mcilroy & Bunting, 2001) were used. Data was analysed by calculating the analysis of covariance (ANCOVA).The results of the study indicated that the teaching of self-regulation learning strategies has had a significant effect on the academic motivation and self-efficacy of the students.