The Effect of Self-regulation Learning Strategies on Academic Self-efficacy and Test Anxiety among Female Students with Academic Failure

The purpose of this study was to determine the effectiveness of self-regulation learning strategies training on academic self-efficacy and test anxiety among female students with academic failure. The research method was semi-experimental and its pre-test design was a post-test with control group. The statistical population of the study was all 12th grade female students of Sanandaj city Who had academic failure. There were 837 students that studying in 2018-2019 school year. a 32 students were selected using randomized cluster multistage sampling in the experimental and control groups. To collect data, academic self-efficacy and anxiety test questionnaires were used. The training program for self-regulation learning strategies was presented to the experimental group during the eight sessions, while the control group did not receive any training. The findings showed that the mean scores both experimental and control groups in post-test and follow up were significantly different and training has increased academic self-efficacy and reduced test anxiety in the experimental group. So using self-regulated learning strategies improves academic performance by increasing the quality of cognitive and metacognitive strategies in order to achieve goals. In this case, the student will feel more self-effective and will experience less anxiety during the exam.