چکیده:
Self-regulated learning, as one of the essential components of effective learning, plays a decisive role in enhancing the academic motivation and academic progress of students. Paying attention to teaching these skills in the elementary period, which is the foundation for students' attitudes and learning habits, is of special importance. The aim of this article is to examine the impact of teaching self-regulated learning skills on the academic motivation and academic progress of elementary school students. This research was conducted with a review-analytical approach using reliable Persian sources. Findings from domestic studies show that teaching self-regulation skills, including goal setting, planning, monitoring the learning process, self-assessment, and time management, leads to a significant increase in academic motivation, strengthening the sense of self-efficacy, and enhancing students' active participation in educational activities. Additionally, results indicate that students possessing self-regulation skills have higher academic performance and demonstrate more persistence and adaptability when facing academic challenges. Based on the obtained results, systematic teaching of self-regulated learning skills can be considered an effective strategy for enhancing academic motivation and improving the academic progress of elementary school students by educational planners, teachers, and educational system policymakers. It is suggested that these skills be purposefully included in curricula and teacher training in this field be strengthened.
خلاصه ماشینی:
Findings from domestic studies show that teaching self-regulation skills, including goal setting, planning, monitoring the learning process, self-assessment, and time management, leads to a significant increase in academic motivation, strengthening the sense of self-efficacy, and enhancing students' active participation in educational activities.
Based on the obtained results, systematic teaching of self-regulated learning skills can be considered an effective strategy for enhancing academic motivation and improving the academic progress of primary school students by educational planners, teachers, and policymakers of the educational system.
Accordingly, the present article has been compiled with the aim of explaining the importance and role of teaching self-regulated learning skills in increasing academic motivation and improving the academic progress of primary school students, and it attempts to provide a theoretical and practical framework for educational planners, teachers, and researchers in the field of education by relying on the findings of domestic research.
Despite the theoretical and empirical importance of self-regulated learning, a research gap remains palpable in the field of investigating the effectiveness of teaching these skills on the academic motivation and academic progress of primary school students, especially with a focus on domestic studies.
The present research intends to fill this gap by designing a quasi-experimental research and the use of a control group to fill this gap and accurately investigate the role of teaching self-regulated learning skills in the motivation and academic progress of primary school students.
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