The impact of self-regulation strategies on learning approaches of first-grade high school students

The present study was conducted to determine the effect of learning self-regulation strategies on surface, deep and strategic learning approaches of high school first grade female students in Yazd. The study method was pre-test and post-test design. For this purpose, a sample size of 57 subjects was selected by multistage cluster sampling method among high school first grade female students in Yazd and randomly divided into the two experimental and control groups. After 12 sessions of learning self-regulation strategies, information about learning approaches were collected using learning approaches' questionnaire of Entwistle and Ramsden (2000). The study results showed: 1) A significant difference is observed between the average score of surface learning approach in both groups in post-test, so the average adjusted score of post-test of surface learning approach in the experimental group (effect size .28) is lower than the average adjusted score of post-test of surface learning approach in the control group. 2) A significant difference is observed between the average score of deep learning approach in both groups in post-test. Therefore, the average adjusted score of post-test of deep learning approach in the experimental group (effect size .50) is higher than the average adjusted score of post-test of deep learning approach in the control group. 3) A significant difference is observed between the average score of strategic learning approach in both groups in post-test. Therefore, the average adjusted score of post-test of deep learning approach in the experimental group (effect size .47) is higher than the average adjusted score of post-test of strategic learning approach in the control group. According to the study results, we can conclude that learning self-regulation strategies can promote surface, deep and strategic learning approaches of high school first grade students.