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The present study was conducted with the aim of analyzing the determinants of decisional procrastination among students and evaluating a structural equation model, in which self-regulation in concentration mediates the relationship between metacognitive beliefs about procrastination and decisional procrastination. Based on Cochran's formula, 391 students from three courses of undergraduate, master, and doctoral studies who were studying at Yazd University in the academic year of 2021-2022 were selected by cluster random method and completed the metacognitive beliefs about procrastination questionnaire (Fernie et al, 2009), the procrastination scale of the Melbourne decision-making questionnaire (Mann et al, 1997) and the self-regulation in concentration scale of the learning and study strategies questionnaire (Weinstein & Palmer, 2002). Data analysis was done using structural equation modeling and the hypothesized model was largely confirmed. The results of structural equation modeling showed that: positive and negative metacognitive beliefs about procrastination have a negative effect on self-regulation in concentration. Also, self-regulation in concentration plays a mediating role in the relationship between positive and negative metacognitive beliefs about procrastination and decisional procrastination. These findings provided a basis for examining decisional procrastination as an obstacle to academic success and emphasized the vital role of self-regulated learning strategies in predicting the tendency to delay in decision-making situations.

The present study aimed to examine the effectiveness of teaching self-regulation learning strategies on students’ cognitive flexibility and reflective thinking.

The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population included all male students in the second year of secondary school in Zabol city during 2021-2022, 50 of whom were selected through purposive sampling method and then divided equally into two groups of 25, the experimental group and the control group that the teaching of self-regulation learning strategies was carried out on the experimental group during 10 meetings of 90 minutes. The research tools were a reflective thinking questionnaire (Kamber and Leung, 2000), cognitive flexibility questionnaire (Dennis and Vander Wal, 2010), and self-regulation learning strategies training package (Karami et al., 2013). The collected data were analyzed through SPSS software version 26 and univariate and multivariate covariance analysis.

The results showed that there was a significant difference between the post-test scores of the experimental and control group. This means that teaching self-regulatory learning strategies increased the cognitive flexibility and reflective thinking of experimental group (P<0.01).                            

The teaching of self-regulation learning strategies is effective on students' cognitive flexibility and reflective thinking, and improves the cognitive flexibility and reflective thinking of students.

The purpose of this study was to investigate the relationship between family communication patterns and academic vitality: the mediating role of self-regulated learning strategies. The research method was correlation and structural equations. Participants in this study were 240 ninth grade male students in Behbahan, who were selected by multi-stage (relative) random sampling. The instruments used in this study were a revised version of the Fitzpatrick and Ritchie family communication patterns, the Martin and Marsh Vital Life Questionnaire, and the Pintrich and De Groot self-regulatory, cognitive, and metacognitive learning strategies scale. Confirmatory factor analysis and Cronbach's alpha coefficient were used to evaluate the validity and reliability of these instruments. The evaluation of the proposed model was performed using the structural equation method. Bootstrap method was used to test indirect relationships. The results showed that the direction of dialogue has a direct positive and significant relationship with academic vitality and self-regulated learning strategies. Also, the orientation of dialogue with academic vitality through self-regulated learning strategies has a significant indirect relationship. But compliance orientation was not directly related to academic vitality and self-regulated learning strategies and this relationship was indirectly insignificant with the mediation of self-regulated learning strategies (cognitive and metacognitive) with academic vitality. Finally, self-regulated learning strategies have a significant relationship with academic vitality. Better fit of the model was achieved by eliminating non-significant paths of compliance orientation to academic vitality and compliance orientation to self-regulated learning strategies (cognitive and metacognitive).

The purpose of the present study was to investigate self-regulation skill training on increasing the preparation for the exam of high school female students in the 15th district of Tehran. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was made up of all the female students of the first grade of high school in Tehran in the academic year 2011-2012, from among them, using the multi-stage cluster random sampling method, 30 students who had high grades of academic procrastination were selected and randomly replaced in the experimental group (15) and the control group (15). The participants of the experimental group were taught 10 sessions of self-regulated learning strategies. Solomon and Rathblum (1986) academic procrastination questionnaire was used to collect data. The data were analyzed through covariance statistical test. The findings showed that there was a significant difference between the experimental and control groups, so that the teaching of self-regulated learning strategies was effective in increasing students' preparation for the exam. Therefore, it can be concluded that teaching self-regulated learning strategies has an effect on increasing students' exam preparation.

The aim of this study was to analyze the attitudes, self-regulatory learning strategies and motivational beliefs of sixth grade elementary students in mathematics in Port Lengeh. The statistical population of the study is all male and female sixth grade students in the academic year 1400-99, a total of 800 (475 boys and 325 girls). Using Cochran\'s formula, the sample size of 250 people was determined. Multi-stage cluster sampling method was used to select the required sample. The research tool consisted of two researcher-made questionnaires, one for self-regulated learning strategies, motivational beliefs and the other for mathematical attitudes. Pearson correlation was used for statistical analysis of research data at the descriptive level and multivariate regression tests and t-test of two independent samples were used at the inferential level. The results showed that there is a positive and significant relationship between students \'attitudes about mathematical learning and self-regulated learning strategy and students\' motivational beliefs (P <0.01). Also, students\' responses in the field of attitudes toward mathematical, cognitive, metacognitive learning, goal orientation, and anxiety do not differ significantly with respect to gender, but there is a difference between self-efficacy responses and internal evaluation.

The research literature has paid a great deal of attention to the ability of students to self-regulate their learning. Considering the important role of self-regulatory strategies in learning, a meta-analysis was conducted to study the relationship between self-regulatory strategies and academic achievement. In order to conduct meta-analysis technique, the effect size of the relationship of academic achievement and self-regulatory strategies were identified. Among 31 studies, 16 of which were checked against pre-determined criteria for eligibility of relevance. This study was based on 4088 samples and 16 effect size. The effect size of the study was computed by Hunter & Schmdit’s stages of meta-analysis. The results of the study revealed that the mean of effect size of the relationship between cognitive and meta-cognitive strategies with academic achievement based on Cohen’s table (r=0.29). The effect size of cognitive strategies (r=0.41) were established. However the combination of the effect size of cognitive and meta-cognitive strategies (r=0.38) were computed. The effect size of relationship between motivational strategies of self-regulated learning (motivational beliefs, achievement motivation, achievement goals, goals orientation, and self-efficacy) and academic achievement (r=0.34) obtained.

The main goal of this study is to compare emotional self-efficacy, self-regulation learning strategies and motivational beliefs in the students. The design of this study was a causal-comparative study. The statistical population in this study included all female secondary school students in the 3rd district of Tehran. Among the statistical population of this study, 120 people were selected through a multistage cluster random sampling method. Multivariate analysis of variance was used to analyze the research data. The results showed that there is a significant difference between emotional self-efficacy, self-regulated learning strategies (cognitive and metacognitive) and motivational beliefs (self-efficacy, internal evaluation and test anxiety) in excellent and non-excellent students (P <0.01). In the field of the three studied variables, superiority with students is excellent. Therefore, it can be concluded that there is a significant difference between these two groups in terms of emotional self-efficacy, self-regulatory learning strategies and motivational beliefs. Therefore, providing appropriate conditions for the development of emotional self-efficacy and motivational beliefs and teaching self-regulated learning strategies can provide more opportunities for students to progress and learn.

A high percentage of children with learning disabilities, the most common of which is disordered reading or dyslexia, and one of the areas affected by poor performance, finding ways to improve performance can lead to academic achievement and preventing a student from preventing failureThe purpose of this study was to determine the effect of teaching self-regulation learning strategies on memory and inhibition of dyslexic students. Metod: The design of this semi-experimental study was a trial and control group in which 30 dyslexic students of elementary school students were selected through a sampling method. The statistical population of the elementary school students was dyslexic Education in Mashhad in the academic year of 97-96. Subjects were trained in eight 90-minute sessions once a week.

The results of the research showed that training of self-regulation learning strategies on working memory and inhibition of dyslexic students' response was effective in collecting data.

Based on this, it can be concluded that self-regulation learning on the components of executive function can be an effective therapeutic approach for dysfunctional students.

The purpose of this study was to investigate the effectiveness of self-regulation learning strategies training on the academic achievement motivation of students with learning disabilities in Birjand. The experimental design was a pre-test-post-test design with control group. The statistical population included all male students with learning disabilities in the 4th, 5th and 6th grade students of the city of Birjand in 1397-98 of them were randomly selected and divided into two groups. The experimental group received training on self-regulatory learning strategies for 8 sessions per hour. The instrument used in this study was the self-regulation learning strategies scale (MSLQ) developed by Pintrich and Diegrovert and the Hermann's Educational Achievement Motivation Questionnaire. The results showed that self-regulating learning strategies have a positive effect on the academic achievement and self-regulation motivation of students with learning disabilities and can use these strategies to increase self-regulation and motivation of academic achievement for students with learning disabilities.

The aim of this study was to investigate the effect of self-regulated learning strategies on students' academic delay of gratification and optimism. This quasi-experimental study with pretest-posttest with the control group. The population of this study consisted of all second grade female students in the first period of high school in Khorramabad (2014-2015) which among them two classes, using a multistage cluster random sampling method, as test and control groups were selected. The tools used in this study Bembenutty academic delay of gratification scale (1998) and Tschannen-Moran et al academic optimism questionnaire (2013). Descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance and univariate analysis of covariance) were used to analyze the data. The results showed that self-regulated learning strategies training Increasing student’s academic delay of gratification and academic optimism (P<0/001). Accordingly, it is recommended to teachers to Train Self-regulated learning strategies to their students during the course of their education.

The aim of the present study was to examine the effect of self-regulated learning strategy training on critical thinking of students. This quasi-experimental study had a pre-test/post-test and follow-up design with a control group. The population included all high school female students in the second grade in Khorramabad public schools in the academic year 1394-1395 with a total number of 905 students. Using multi-stage cluster random sampling, a sample of 56 participants (28 in the experimental group and 28 in the control group) were selected. The experimental group received self- regulated learning strategy training. After the training sessions, both the experimental and control groups took a post-test. And two months later, both groups were followed up. The instrument was critical thinking questionnaire Ricketts. The results revealed that self-regulated learning strategy training had a significant effect on critical thinking. Meanwhile, the results were almost the same in the follow-up phase.

The purpose of the research is to investigate the relationship between personality traits, self-regulation learning strategies and academic success of young students.

The research design was descriptive of correlation and predictor type. 164 students (119 boys and 45 girls) of Young Student Club participated in the research by census method in summer in 2010. The participants completed NEO Personality Inventory (NEO-FFI) and Motivational Learning Strategies Questionnaire (MSLQ). The degree of academic success was measured by the type of medal (gold, silver or bronze). Data were analyzed by statistical method and indexes including means, standard deviation, Pearson correlation coefficient and discriminant analysis.

The results showed that there’s a correlation between personality traits and some of the motivational-learning strategies components (p<0.05) and (p<0.01). The results of one-way regression analysis showed that there’s a significant difference between conscientiousness, seeking help, and valuation of the targets with academic success (p<0.05). In addition, the results of discriminant analysis showed that variables of conscientiousness, adjustment and meta-cognitive self-regulation predicted academic success and type of medal more than other predictor variables. In general, predictor variables could predict 54.6 percent of the variance of academic success (winning gold, silver and bronze medal).

From the findings of the research we can conclude that there’s a correlation between personality traits and many of the self-regulation learning strategies and that some of the personality traits and self-regulation learning strategies can predict the success of young students. Therefore, improving personality traits and reinforcing the motivational learning skill is recommended for improving the academic success of the students.

The aim of the present study was to examine effect of self-regulated learning strategies training (cognitive and meta- cognitive) on attribution styles and Its Dimensions (Source causality, Proof of causality, general causation) of The Second High School Students.The study method of s up-experimental with design pre-test – post-test and follow-up with the control group. The study population included all high school girl students in second grade Khorramabad city area two public schools in the academic year 1394 – 95. Sample size of 56 Person (of Person 28 experiment group and Person 28 control group) using multi-stage random cluster were selected. The only experimental group was self- regulated learning strategies training (cognitive and meta- cognitive), after the training Meetings, from both the experimental and control groups post-test and again two months later, both groups were followed up. In this study measuring tool, questionnaire, attribution style scale Seligman and sink (1992). The results showed that self-regulated learning strategies education significantly increase attribution style events with good outcome (p

Aim of the current study was to investigate the relationship among academic identity, self regulation learning strategies and academic procrastination. To fullfill the stated goal, 311 students of in secondary school of Kahrizak (Tehran) using multistage cluster sampling method were selected For assessing the research variables, the participants completed the academic identity Was Isaacson (2008), The motivated strategies for learning questionnaire Pintrich & Degroot (1990) and the academic procrastination questionnaires Solomon & Rothblum (1984). Validity of instruments were determined by confirmation of the panel of experts. Reliability of instruments were calculated by Alpha coefficient. Pearson correlation coefficient and multiple regression analysis showed that academic foreclosure identity and academic diffusion identity had a significant positive relation with procrastination. In addition results indicated the negative significant relation between academic success, immature, academic identity and self regulating learning strategies with procrastination. Results also showed that successful academic identity cooperation in learning, cognitive self-regulation, and delayed academic identity play an important role in explaining academic procrastination therefore, academic identity, and self-regulation learning strategies can reduce academic procrastination.

The aim of the present research was to examine the effectiveness of training self-regulated learning strategies and problem-solving on academic motivation in male Students with academic procrastination. The sample consisted of 60 subjects with procrastination randomly selected in high school of Oshnaviheh city. The subject was assigned randomly to experimental and control groups. The techniques used for education was training self-regulated learning strategies and problem-solving. The instrument employed in this research was academic motivation and academic procrastination scales. Results indicate that training self-regulated learning strategies and problem-solving have significance effect on academic motivation various control group (p≥00.1). training self-regulated learning strategies compare whit problem-solving have grater effects(p≥00.1). this results indicates that training self-regulated learning and problem-solving is mor bnefic for students to regulate their self control, motivation and succeses.

The purpose of this study was done to explain the difference between dimensions of self-regulatory learning strategies in high-school students in different family types based on family process and content model. The research method was descriptive and post event. For this reason multistage cluster sampling was selected between second and third of 308 (186 female, 122 male) high-school students in Shiraz. The information was collected from self-report family process scale and self-report family content scale (children form) and motivated strategies for learning questionnaire were used that their validity and reliability has been confirmed. The obtained data were analyzed by ANOVA & MANOVA. The results showed that cognitive strategies have significant difference in healthy family and unhealthy family. Also results showed that there is difference in self- regulatory learning strategies among students in different family types. And is recommended to school psychologists and counselors that this issue should be considered in consultation with the student.

The present study investigated the mediatory role of goal orientations and self- regulated learning strategies in the relationship between motivational beliefs and academic achievement. The participants were 460 students selected from high schools of Shiraz using multistage cluster sampling method. For assessing the research variables, the participants completed two measures: The Achievement Goal Questionnaire (Elliot & McGregor, 2001) and four subscale of the Motivational Strategies Learning Questionnaire (Pentritch et al, 1991). The relationships between variables were examined by a causal model. The path analysis using LISREL software, showed mediated influences of goal orientations and self-regulated learning strategies between motivational beliefs and academic achievement. So that self-efficacy indirectly and positively affected academic achievement by mediating mastery approach and performance approach goals and learning strategies. However self-efficacy exerted an indirect negative influence on academic achievement through performance avoidance goal. Also mastery avoidance goal had an indirect negative influence on academic achievement by mediating metacognitive strategies.