The Effect of Self-Regulation Strategies on Academic Motivation and Test Anxiety in Students

The present research has studied the Effect of self-regulation strategies on academic motivation and test anxiety in first high school ninth-grade girls. In this regard, 55 people of ninth-grade female students in Tasuj are placed in two experimental and control groups by simple random sampling method. First, the subjects were tested by academic motivation and test anxiety pre-exam. Then 8 self-regulation strategies sessions for 100-minute were taught to the experimental group. During this period the control group received no intervention. The research instruments, Academic Motivation Inventory (AMS) by Valrandand coworkers (1992) with Cronbach''salpha between 0.83 and test anxiety questionnaire by Phillips (PAQ) with 0.82 Cronbach''s alpha was used, which was conducted in two groups pre-test and post-test. Data were analyzed using one-way covariance and by SPSS software. The results showed that there was a significant difference between control and experimental group students in academic motivation subscales (internal, external and amotivation) and test anxiety