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Volume 19, Issue 1 (Spring 2017)
Advances in Cognitive Sciences 2017, 19(1): 91-98 |
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Barzegar Bafrooei K, Hashemi A A S, Zarehi Mahmodabadi H. Investigating the Effectiveness of Training Self-Regulatory Learning Strategies on the Academic Delay of
Gratification of High School Students. Advances in Cognitive Sciences 2017; 19 (1) :91-98
URL: http://icssjournal.ir/article-1-557-en.html
URL: http://icssjournal.ir/article-1-557-en.html
1- Assistant Professor of Department of Psychology and Educational Sciences, Faculty of Humanities & Social Sciences, Yazd University,Iran.
2- M. A. Student of Department of Psychology and Educational Sciences, Yazd University,Iran.
2- M. A. Student of Department of Psychology and Educational Sciences, Yazd University,Iran.
Abstract: (3027 Views)
Introduction: This study intended to improve students’ academic delay of gratification, with an emphasis on the role of self-regulation learning strategies.
Method: This experimental study consisted of 60 female high school freshmen in Yazd city, who were randomly selected and then divided into two groups of experimental and control. First, both the groups responded to an delay of gratification questionnaire and then, the experimental group were trained the self-regulated learning strategies within 12 sessions. At last, the questionnaire was once more completed by both the groups.
Results: Data analysis was carried out by analysis of covariance, which revealed that training self-regulatory learning strategies can lead to promote academic delay of gratification.
Conclusion: The results of this study could provide the ground for a dynamic teaching and learning process as well as for improvement of academic delay of gratification.
Method: This experimental study consisted of 60 female high school freshmen in Yazd city, who were randomly selected and then divided into two groups of experimental and control. First, both the groups responded to an delay of gratification questionnaire and then, the experimental group were trained the self-regulated learning strategies within 12 sessions. At last, the questionnaire was once more completed by both the groups.
Results: Data analysis was carried out by analysis of covariance, which revealed that training self-regulatory learning strategies can lead to promote academic delay of gratification.
Conclusion: The results of this study could provide the ground for a dynamic teaching and learning process as well as for improvement of academic delay of gratification.
Type of Study: Research |
Subject:
Special
Received: 2016/08/31 | Accepted: 2016/12/30 | Published: 2017/04/9
Received: 2016/08/31 | Accepted: 2016/12/30 | Published: 2017/04/9
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