چکیده:
The aim of present study was to compare effectiveness of time management training, motivational strategy and self-regulation strategy packages on academic self-concept in students with exam anxiety among second year of elementary school. Research method was quasi-experimental with pre-test-post-test design and two-month follow-up period. statistical population included all students with exam anxiety in academic year 2022-2023 in second term of Chadegan elementary school, after the implementation of exam anxiety questionnaire by Abolghasemi et al (1997)., 72 students were purposefully selected and randomly assigned in 3 experimental groups and 1 control group, each including 18 students. For experimental groups, time management by Brian Tracy (2008) and motivational strategy training by Nazemy, et al. (2020) was carried out for 8 sessions of 60 minutes each and self-regulation by Dansereau et al (1979) for 8 sessions of 90 minutes, and control group did not receive any intervention. Then, all groups answered Chen and Thompson (2004) Academic self-concept Scale in three phases: pre-test, post-test and follow-up. Data analysis was performed using ANOVA with repeated measures. The results showed that time management training, motivational strategies, and self-regulated learning strategies was effective on increasing academic self concept) p0/05). According to the results of the research, it is suggested to the policymakers of the education system that the use of these three educational packages to increase the academic self-concept of students should be placed in the educational priorities.
خلاصه ماشینی:
Comparing the effectiveness of time management, motivational strategy, and self-regulation training packages on students' academic self-concept Zahra Salmani 1 | Ali Mahdad *2 | Mohammad Ali Nadi 3 1.
com Article Information Abstract Article Type: Research Article The aim of the present study was to compare the effectiveness of time management, motivational strategy, and self-regulation training packages on the academic self-concept of students with test anxiety in the second period of elementary school.
This research was conducted with the aim of comparing the effectiveness of time management training packages, motivational strategies, and self-regulation strategies on the academic self-concept of second-cycle elementary school female students, and the selection of these three training packages was based on three components: need, separate goal, and efficiency.
These three packages are necessary for students at this level because, by examining the concerns of school guardians and students' parents, and what was previously stated in the research background, it can be understood that there are problems in the areas of time management, motivational issues, self-regulation, and independence in learning among those suffering from important #$ 6 Educational Psychology Studies, Volume Twenty-One, Number Fifty-Five, 2024 students, which, given its high prevalence, is felt to have extensive effects on academic performance.
Research conducted in the field of the effectiveness of time management training on students' adjustment and reduction of dependence on virtual space (Manzari Tokali and Pourkarimi Havashki, 1401), academic self-concept (Bahadori Khosroshahi, 1397), creativity of elementary school students (Koushki and Naemi, 1397), and reduction of internet addiction (Ghanbari, 1401) indicates the validity of the package in question.
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