Effectiveness of Self-Regulatory Strategies Training on Achievement Motivation and Academic Self-Concept among Bilingual Male Middle School Students
Keywords:
Teaching self-regulatory strategies, motivation for achievement, self-concept and bilingual studentsAbstract
Purpose: The present study aimed to determine the effectiveness of self-regulatory strategies training on achievement motivation and academic self-concept among bilingual male first-grade middle school students.
Methods and Materials: This study employed a quasi-experimental design with a pre-test, post-test, and follow-up structure, including an experimental group and a control group. The statistical population consisted of bilingual male middle school students in Mahabad City during the 2024–2025 academic year. A total of 30 students were selected using purposive sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received self-regulatory strategies training based on Zimmerman’s self-regulated learning model in eight weekly sessions, each lasting 90 minutes, while the control group did not receive any intervention. Data were collected using the Hermans Achievement Motivation Questionnaire and the Academic Self-Concept Questionnaire. Measurements were conducted at three stages: pre-test, post-test, and two-month follow-up. Data were analyzed using mixed-design analysis of variance with repeated measures and Bonferroni post hoc tests in SPSS software.
Findings: The results of mixed-design analysis of variance indicated a significant effect of self-regulatory strategies training on achievement motivation components, including self-confidence, perseverance, foresight, and hard work, as evidenced by significant within-group, between-group, and interaction effects (p < 0.05). Similarly, significant effects were observed for academic self-concept components, including general self-concept, school self-concept, and non-academic self-concept, with statistically significant improvements in the experimental group compared to the control group (p < 0.05). Bonferroni post hoc comparisons confirmed that the experimental group demonstrated significantly higher scores than the control group in all achievement motivation and academic self-concept components at post-test and follow-up stages (p < 0.05), indicating both immediate and sustained intervention effects.
Conclusion: Self-regulatory strategies training was effective in significantly improving achievement motivation and academic self-concept among bilingual middle school students.
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