Comparison of the effectiveness of participatory learning education and academic self-regulatory education on goal orientation in high school students in Ahvaz

The aim of this study was to compare the effectiveness of participatory learning education and academic self-regulatory education on orientation in high school students in Ahvaz. The research design was quasi-experimental with pretest-posttest and control group. The statistical population included high school students in Ahvaz in 2009-2010. The sample size was 45 high school students in Ahvaz in 1398 who were selected by multi-stage cluster sampling method. The data collection tool was the Progress Goal Orientation Scale (1998). After training the experimental groups, post-test was performed. Data analysis was performed using SPSS software version 24 with analysis of covariance and post hoc test. The results showed that participatory learning training and academic self-regulation training were effective in increasing mastery goal orientation and functional-approach goal orientation and decreasing performance-avoidance goal orientation (p <0.05). Also, the comparison of the two interventions showed that the effectiveness of participatory learning training on increasing mastery goal orientation and performance-approach goal orientation was higher than academic self-regulatory training (p <0.05). However, the effectiveness of academic self-regulatory training in reducing the orientation of performance-avoidance goal was greater than participatory learning training (p <0.05).