Effect of Training of Self-Regulation Strategies on Academic Self-efficacy and Academic Adjustment of maladaptive High School Students

The purpose of this study was to investigate the effect of training of self-regulation strategies on academic self-efficacy and academic adjustment of incompatible high school students in Kerman. This study is applied in terms of its purpose and in terms of how to collect experimental data such as quasi-experimental design with a quasi-pre-test design, a post-test with a control group of the control group. The population of this study includes maladaptive female students in Secondary Schools in District 2 of Kerman. The research sample was 30 maladaptive students who were identified by incompatible high school students' compatibility test (AISS). Then divided randomly into two experimental and control groups (each group of 15). The experimental group received 8 sessions of 90 minutes’ self-regulation strategies and the control group did not receive any training this period. Data were analyzed using statistical methods such as mean, standard deviation and covariance analysis. The results showed that training self-regulation strategies has a significant effect on academic self-efficacy and academic adjustment of maladaptive students at the level of P Keywords self-regulation strategies, academic self-efficacy, academic adjustment, maladaptive students.