نوع مقاله : مقاله پژوهشی
1 دانشجوی دکتری مشاوره، گروه مشاوره، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
2 استادیار گروه مشاوره، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
3 استادیار گروه مشاوره، واحد مسجدسلیمان، دانشگاه آزاد اسلامی، مسجدسلیمان، ایران.
عنوان مقاله [English]
Introduction and purpose: The aim of this study was to compare the effectiveness of self-regulatory education and problem solving skills training on academic engagement and academic resilience of 10th grade male students in Ahvaz.
Methodology: The method of the present study was quasi-experimental with a pretest-posttest design and follow-up with a control group. Using multi-stage cluster sampling method, after random selection of a number of schools from all boys' secondary schools in Ahvaz, 60 tenth grade students were divided into 3 groups (including two intervention groups and a control group). Before the training classes, all three groups (including two intervention groups and a control group) were evaluated with the academic engagement questionnaire (Scheffley et al, 2002) and academic resilience Questionnaire (Martin and Marsh, 2009). Zimmerman (2000) self-regulatory skills and the second experimental group of Dezorilla and Goldfried (1971) problem solving skills training program were presented in 9 sessions. The data from the study were analyzed through repeated measurement ANOVA.
Findings: The results showed that self-regulation training and problem-solving skills training had an effect on students' academic engagement and academic resilience. The results of post hoc test also showed that self-regulatory training had a greater impact on academic resilience. However, there was no significant difference between educational interventions in the variable of academic engagement.
Conclusion: Based on the findings of this study, it can be concluded that self-regulation training and problem solving skills are appropriate intervention methods to increase students' academic engagement and academic resilience.