چکیده:
The aim of this study was to determine the effectiveness of teaching self-regulatory strategies on academic vitality and creativity of procrastinating students. This research was conducted in a quasi-experimental manner with a pre-test-post-test design with a control and follow-up group. The statistical population of the study included all female students of the tenth grade of the middle school in the city of Urmia in the academic year of 2019-2020 in the number of 3295 people. Purposeful method was used for sampling. Therefore, there are 40 eligible volunteer students with a score of less than 81 in the Solomon and Rathblum (1984) Academic Procrastination Questionnaire, less than 36 in the Dehghani-Zadeh and Hossein-Chari Academic Vitality Questionnaire (2012) and a score of less than 120 in Abedi (1993) creativity were identified and then randomly entered into two study groups. Pentrich (1999) self-regulatory strategies training package was implemented for the experimental group. During this period, the control group did not receive any training. Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test using SPSS software. The results showed that for the academic vitality variable, group effect (P˂0.001 and Eta= 0.687), time effect (P˂0.001 and Eta= 0.816) and group × time interaction (P˂0.001 and Eta= 0.727) was significant. The results also showed that for the creativity variable the effect of group (P˂0.001 and Eta= 0.777), the effect of time (P˂0.001 and Eta= 0.802) and the interaction of group × time (P˂0.001 and Eta= 0.626) was significant. Based on the results of the present study, it can be concluded that self-regulatory strategies can be used to treat procrastination in students and increase their academic vitality and creativity
خلاصه ماشینی:
Therefore, 40 eligible volunteer students who scored less than 81 on Solomon and Rothblum's (1984) academic procrastination questionnaire, less than 36 on Dehghanizadeh and Hossein Chari's (1391) academic resilience questionnaire, and less than 120 on Abedi's (1372) creativity scale were identified and then randomly assigned to 2 study groups.
Based on the results of the present research, it can be concluded that self-regulation strategies can be used to treat procrastination in students and increase their academic resilience and creativity.
(1394) concluded in a study that training self-regulation and problem-solving strategies had an effect on the academic motivation of subjects compared to the control group.
Based on what was said, this research was also conducted with the aim of determining the effectiveness of training self-regulation strategies on academic vitality and creativity in procrastinating students.
Additionally, the hypotheses investigated in the present research were as follows: Training self-regulation strategies has an effect on the academic vitality of procrastinating students.
Discussion and Conclusion The aim of the present research was to determine the effectiveness of training self-regulation strategies on the academic vitality and creativity of procrastinating students.
Accordingly, in a part of this research, it was determined that training self-regulation strategies was effective on the academic vitality of students in the pre-test, post-test, and follow-up time periods.
Additionally, in another part of the research, it was determined that training self-regulation strategies was effective on students' creativity during the pre-test, post-test, and follow-up time periods.
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