The effect of Goal Setting Training on self-regulation and Academic motivation of male adolescent students in Isfahan city

Document Type : Research Paper

Authors

• mohammad kouchaki ¹
• Ali Reza Bakhshayesh ²
• Samane Asadi ³

¹ MSc in General Psycology.Faculty of Psychology and Educational Sciences Yazd University.Yazd Iran

² Associate Professor of Clinical Psychology - Faculty of Psychology and Educational Sciences - Yazd University.Yazd.Iran

³ Assisstant.Professor.of.Psychology-Faculty.of.Psychology.and.Educational.Sciences.Yazd University.Yazd.Iran

10.30495/jedu.2021.21000.4285

Abstract

Abstract
Background and Aim: The objective behind conducting this research was the effect of goal-setting instruction on self-regulation and educational motivation in Isfahan adolescent students.
Methodology: The population of the current study was all the students at the first grade of Esfahan high schools who were simple randomly selected in (2018) referring to Salamat Andishan-e-Mehr40 students with low self-regulation and low educational motivation were selected based on the self-regulation questionnaire designed by Boffard et al. in 1995 and which was standardized by Kadivar in Iran in 1380 and also educational motivation scale AMS (2009) was identified and were randomly assigned in experimental and control groups. The study is semi-experimental in type. After administering the pretest, the experimental group received 8 goal-setting teaching session but the control group received no specific training. So as to examine the difference in averages due to a diffraction source and also regarding the presence of some dependent variables, using SPSS version 21, MANCOVA was conducted
Results: The results of the analysis indicated that goal-setting instruction has a significant effect on Isfahan adolescent students' self-regulation and educational motivation and has increased self-regulation

Keywords

• Goal-setting instruction؛ Self-regulation؛ educational motivation
• Students؛ Adolescent

20.1001.1.20086369.1400.12.3.10.0

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