The Effectiveness of Motivational Self-regulatory Skills Training on Academic Buoyancy, Resilience and Academic Engagement in Junior High School Students with Low Academic Performance in the Fifth District of Tabriz

The overall purpose of this study was to the effectiveness of motivational self-regulatory skills training on academic buoyancy, resilience, and academic engagement in junior high school students with low academic performance in the fifth district of Tabriz. The research method of the present study is quasi-experimental of pre-test and post-test with control group. The statistical population of this study includes all high school students in the first period of education in District 5 of Tabriz. Out of all schools in District 5 (47 schools), 19 schools had low academic performance, of which three schools (eighth grade) had the lowest average academic achievement and 25 students from each school (eighth grade) were randomly divided into two groups. Experiment and a control group were included. Measurement tools include academic buoyancy test, resilience test, and academic engagement test. The training package of motivational self-regulation skills was performed on the experimental group. Findings indicate that motivational self-regulatory skills training has an effect on academic buoyancy and academic engagement of junior high school students.