The Effect of Self-regulation Strategies on Math and Memory Performance of High School Students

The purpose of this study was to determine the effect of training of self-regulation strategies on students' mathematical and memory performance.
The research method was semi-experimental with the design of non-equivalent control groups. The statistical population of this study was all 167 female students of the 11th grade of human science major in high school of Khodabandeh in the academic year of 1396-1397, of which 40 students were random cluster selected as a sample and were divided into two groups: experimental and witness. The evaluation equivalent form tests of verbal and mathematical memory were used to evaluate the mathematical and memory performance. The experimental group was trained for 13 sessions by self-regulatory strategies, but the witness group did not receive any training on self-regulation strategies. Both groups respond to the examinations immediately before training, immediately after training and follow up stage of 4 months. The mixed variance was used to analyze the data.
The results showed that there was a significant difference between the experimental and witness groups in the post-test and follow-up stages in terms of math and memory tests. The experimental group had maintained its superiority in math and memory performance after 4 months.
Self-regulation strategies have learning and teaching capabilities and their effects are sustainable over time.