The Efficacy of Using Self-Regulation Strategies Training on Lesson Progress and Motivation in Master Students

According to educational planning experts, effective learning is the result of the interaction of several factors, including self-regulation strategies and motivational strategies, which play a decisive role in academic achievement. The present study aimed to determine the efficacy of using self-regulation strategies on lesson progress and motivation in master's students majoring in Psychology at the University of Social Welfare and Rehabilitation Sciences during the academic year 2019-2020.

In this experimental study, a pre-test and post-test were used with a control group. Thirty-four students were conveniently selected from the University of Social Welfare and Rehabilitation Sciences in Tehran City and randomly assigned to the experimental and control groups. The experimental group attended 10 intervention sessions (once a week; 80 minutes per session) and received a self-regulation strategies program, while the control group only participated in mainstream classes. All students were evaluated using a researcher-made test for lesson progress and the Motivational Strategies for Learning Questionnaire before and after the intervention sessions. Multivariate analysis of covariance was used to analyze the data using SPSS version 22.

The findings showed that the lesson progress and motivation of the experimental group improved after participating in the self-regulation strategies intervention sessions compared to the control group. Specifically, 85% and 74% of the variation in lesson progress and motivation of the experimental group, respectively, were attributed to receiving the self-regulation strategies program.

Considering the efficacy of self-regulation strategies on lesson progress and motivation, it can be concluded that the design and implementation of similar training programs may lead to academic achievement among master's student.