The Effectiveness of Instruction of Self-regulated Learning Strategies to Increase Educational Buoyancy and Educational Conscience of Procrastinating Students

The purpose of this study was effectiveness of instruction of self-regulated learning strategy to increase educational buoyancy and educational conscience of procrastinating students. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of the present study included all male students of the non- public schools in the second branch of the second grade (eleventh) secondary schools of the first and second rasht in the academic year of 2017-2018. Of these, 40 of them were selected by multi-stage cluster sampling and randomly divided into 2 groups (experimental and control). questionnaires educational conscience McIllory and Bunting (2002) and educational buoyancy of Dehghani-Zadeh and Hossein-Chari (2012) completed all of the subjects in the pre-test and post-test phases. The experimental group received 15 sessions of 90 minutes under the self-administered learning strategy learning curriculum, while the control group did not receive any interventions during this period. The results of covariance analysis showed that instruction of self-regulated learning strategy increased educational buoyancy and conscience of procrastinating students (P˂0.001). The result of this study showed that using self-learning learning strategies is effective in reducing procrastinating students.