Evaluating the Effectiveness of Self-regulation Strategy Training on Procrastination, Happiness and Academic Achievement

Kheironessa Naderi, H. T. N. Doust, H. Talebi
{"title":"Evaluating the Effectiveness of Self-regulation Strategy Training on Procrastination, Happiness and Academic Achievement","authors":"Kheironessa Naderi, H. T. N. Doust, H. Talebi","doi":"10.5812/JCRPS.100923","DOIUrl":null,"url":null,"abstract":"Objectives: This study was carried with the purpose of evaluating the effectiveness of self-regulation strategy training on procrastination, academic achievement, and happiness of 1st grade high school male and female students. Methods: It is a quasi-experimental research with a pretest-posttest design involving a control group. Sixty students were selected by means of multistage cluster sampling plan and randomly grouped in 4 groups of 15. Research instrument consisted of Solomon and Rothblum Academic Delay, Oxford Happiness, and Standard Academic Achievement Questionnaire. Test group received 8 self-regulation training sessions of 45-minute duration each. Results: Results revealed that self-regulation training has a meaningful effect on dependent variables (P < 0.001). In the presented model, \"gender\", \"time and group\", \"interactive effect of gender and group\", and \"interactive effect of group and time\" were meaningful, as opposed to the \"interactive effect of gender and time\" and \"interactive effect of gender, group, and time\" which lacked any significance. Conclusions: Results of LSD post hoc test showed no meaningful difference between the mean happiness, procrastination, and academic achievement scores of experimental and control groups in the pretest stage. However, in the posttest and follow-up stage, the mean scores of the two groups differed significantly.","PeriodicalId":15586,"journal":{"name":"Journal of Clinical Research","volume":"11 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Clinical Research","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5812/JCRPS.100923","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 3

Abstract

Objectives: This study was carried with the purpose of evaluating the effectiveness of self-regulation strategy training on procrastination, academic achievement, and happiness of 1st grade high school male and female students. Methods: It is a quasi-experimental research with a pretest-posttest design involving a control group. Sixty students were selected by means of multistage cluster sampling plan and randomly grouped in 4 groups of 15. Research instrument consisted of Solomon and Rothblum Academic Delay, Oxford Happiness, and Standard Academic Achievement Questionnaire. Test group received 8 self-regulation training sessions of 45-minute duration each. Results: Results revealed that self-regulation training has a meaningful effect on dependent variables (P < 0.001). In the presented model, "gender", "time and group", "interactive effect of gender and group", and "interactive effect of group and time" were meaningful, as opposed to the "interactive effect of gender and time" and "interactive effect of gender, group, and time" which lacked any significance. Conclusions: Results of LSD post hoc test showed no meaningful difference between the mean happiness, procrastination, and academic achievement scores of experimental and control groups in the pretest stage. However, in the posttest and follow-up stage, the mean scores of the two groups differed significantly.
自我调节策略训练对拖延症、幸福感和学业成绩的影响评价
目的:探讨自我调节策略训练对初一男女学生拖延症、学业成就和幸福感的影响。方法:采用准实验研究,采用前测后测设计,设对照组。采用多阶段整群抽样方法,抽取60名学生,随机分为4组,每组15人。研究工具包括所罗门与罗斯布鲁姆学业延迟量表、牛津幸福量表和标准学业成就问卷。试验组接受8次自我调节训练,每次训练45分钟。结果:结果显示,自我调节训练对因变量有显著影响(P < 0.001)。在本模型中,“性别”、“时间与群体”、“性别与群体的互动效应”、“群体与时间的互动效应”是有意义的,而“性别与时间的互动效应”、“性别、群体与时间的互动效应”则缺乏意义。结论:LSD事后检验结果显示,实验组和对照组在前测阶段的平均快乐、拖延和学业成绩得分均无显著差异。然而,在测试后和随访阶段,两组的平均得分有显著差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信