Effectiveness of Teaching the Self-Regulatory Strategies of Motivation and Communication Skills on the Academic Stress of Tabriz Talented Students

  Evidence shows that most of the learning disabilities are rooted in stress. The purpose of the present study was to compare the effectiveness of teaching self-regulation strategies of motivation and communication skills on academic stress of Tabriz talented female students. The research method was quasi-experimental with pre-test, post-test, and control group. The research participants consisted of 90 female high school third grade students from regions 1 and 4 of Tabriz in 2016-2017 who were selected using cluster random sampling method and were randomly assigned to experimental and control groups. The first group received a training course on motivational self-regulation strategies in 10 sessions and the second group trained 10 sessions of communication skills training, and the third group (control group) continued regular classroom programs. Cohen and Frazer Educational Stress Questionnaire was used as the instrument. Data analysis, using single-variable covariance, showed that self-regulation strategies motivation and communication skills had different effects on academic stress and communication skills were more effective in reducing academic stress. Effectiveness of communication skills to reduce stress versus self-regulation strategies of motivation is obvious in controlling the sources of academic stress. Therefore, by performing communication skills techniques, practically, the negative effects of stressors can be reduced