The Effectiveness of Self-Regulated Learning Strategies Training on Academic Motivation, Teaching Self-Efficacy and Test Anxiety in Farhangian University Students
Abstract
Introduction and Aim: Farhangian University students due to academic challenges may experience a decrease in academic motivation and teaching self-efficacy and an increase in test anxiety. Therefore, the aim of this study was determine the effectiveness of self-regulated learning strategies training on academic motivation, teaching self-efficacy, and test anxiety in Farhangian University students. Methodology: This research was a quasi-experimental with a pre-test and post-test design with a control group. The research population was Farhangian University students of Sheikh Ansari Higher Education Center of Dezqoul in the 2024-2025 academic years. The sample size was calculated to be 40 people who after reviewing the inclusion criteria were selected using a purposive sampling method and randomly assigned into two equal groups. The experimental group received 8 sessions of 90 minute of self-regulated learning strategies training, and during this time the control group did not receive any training. To collect data were used the Academic Motivation Scale (Vallerand et al., 1992), Teacher Self-Efficacy Scale (Skaalvik and Skaalvik, 2007), and Test Anxiety Questionnaire (Sarason and Sarason, 1990). The data of the present research were analyzed using chi-square and multivariate analysis of covariance methods in SPSS-26 software at a significant level of 0.05. Findings: There was no significant difference between the students in the experimental and control groups in terms of university year and age (P>0.05). Also, the results of this study showed that self-regulated learning strategies training increased academic motivation and teaching self-efficacy and reduced test anxiety in Farhangian University students (P<0.001). Conclusion: According to the results of this study, educational counselors and psychologists can use the method of self-regulated learning strategies training along with other effective educational methods to improve characteristics related to education, especially increasing academic motivation and teaching self-efficacy and reducing test anxiety.