Comparison of Effectiveness of training Self-Regulation and Problem-Solving on Self-Efficacy and Academic motivation of female students in the ninth grade

Motivation and self-education are the basis of learning and are one of the most important determinants of students' failure or success in school. Therefore, the present study was conducted to compare the effectiveness of self-regulation education and problem-solving on self-efficacy and academic motivation of 9th grade female students.

This quasi-experimental study was a pretest-posttest design with control group. The statistical population included all 9th ​​grade girls in Bonab city. In this regard, 45 female students of 9th daughter daughter in Bonab province were selected by cluster random sampling and randomly assigned to experimental and control groups. The members of the first experimental group received 8 sessions of problem-solving training and the second group tested 8 sessions of self-regulatory education (control) simultaneously with their regular classroom programs. The three groups responded to Valerand motivation questionnaire and Mccllroy Bunting self-efficacy in the pre-test and post-test stages. Data were analyzed using SPSS-21 software and covariance analysis.

Regarding to the effectiveness of self-regulation training on increasing self-efficacy and academic motivation of students toward problem-solving, counselors and psychologists can effectively increase self-efficacy and academic motivation of students through self-regulation skills.