The effects of teaching self-regulated learning strategy on student's social problem solving

The purpose of this study was to examine the effects of teaching self-regulated learning strategies on students’ social problem solving. The sample size consisted of 50 high school students, divided into 25 students in the experimental and 25 in the control group using a random cluster multiple-stage sampling type. The measurement tool consisted of Social problem solving inventory D’Zurilla, Nezu, and Maydeu-Olivares (2002) that was executed as a pre-test in both groups. Then, only the experimental group underwent a training program of self-regulated learning strategies for 15 sessions. After the training, a post-test using the aforementioned scale was taken from both groups. Data was analyzed by calculating the analysis of covariance (ANCOVA) and T-test. The results indicated that teaching self-regulation learning strategies had a significant and stable effect on students’ social problem solving ability. Teaching self-regulated learning strategy enables students decide better on social and academic issues. It also helps them to be more accurate in learning process and thinking, and to believe that they have the ability to solve problems.