The Effect of Critical Thinking Skills Training on the Self-regulation of First-Grade Secondary Students

The purpose of this study was to determine the effect of teaching critical thinking skills on self-regulation of students. The research method was a semi-experimental design with pre-test-post-test design with control group. The statistical population of the study consisted of all male students of the first year of secondary education in the second district of Ardebil in the academic year of 1984-1394, among whom 60 randomly selected cluster sampling They were randomly assigned to the experimental group (30) and the control group (30). Six groups of critical thinking skills were trained in the experimental group. Buffer self-regulation questionnaire was used to collect data. Data were analyzed using covariance statistical method. The findings showed that the hypothesis of research on the effect of teaching critical thinking skills on student self-regulation has been confirmed. The mean of post-test scores of students in the experimental group was significantly higher in self-regulation compared to the control group students. Therefore, it can be concluded that teaching critical thinking skills has a significant effect on student self-regulation.