The Effectiveness of Teaching Self-Regulatory Learning Strategies on Academic Self-Concept and Academic Achievement of First High School Students

The purpose of this study was to study the effectiveness of teaching self-regulation learning strategies training on an academic self-concept and an academic success of the female guidance school students in Nazi Abad culture house. The statistical population of this study is all the female guidance school students in culture house of Nazi Abad that number was about 34 females. In this research, the 34 female’s students in guidance school in Nazi Abad culture house were selected using the available sampling method. They were divided into control and experiment groups, and all 34 were given academic self-regulation questionnaire and the criterion for academic Success is the previous term’s report card (first semester of 2016-2017). Then, among the 34 participants, 17 were trained in self-regulatory learning strategies during 16 sessions of 1 hour and 15 minutes in 2 months. The control group did not receive any interventions and continued their usual activities. Descriptive and inferential statistics (variance analysis) were used to analyze the data. The results indicated that the academic self-concept and academic Success in the post-test and follow-up stages, suggested an increase in self-concept and academic Success in the self-regulatory skills training group after the training (P