en مقایسه اثر بخشی آموزش خودابرازی و خودتنظیمی بر خودکارآمدی تحصیلی دانش آموزان دختر دوره متوسطه اول روان شناسی تربیتی Educational Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#3300ff;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><span style="unicode-bidi:embed"><b>Objective:</b> The objective of this investigation was to evaluate the comparative efficacy of assertiveness training and self-regulation intervention on the academic self-efficacy of female high school students situated in Kouhchenar (Iran). </span><br> <span style="unicode-bidi:embed"><b>Methods</b>: The methodological approach employed was quasi-experimental, characterized by a pre-test, post-test, and follow-up test design, inclusive of a control group. The participant cohort for the study comprised 90 female volunteer students drawn from three classes within the first level secondary school in 2021. Participants were randomly assigned to self-regulatory, assertiveness, and control groups. Students in experimental groups were subjected to training sessions pertinent to their respective group designations for a total of 8 sessions, while the control group adhered to their standard class curricula. For the assessment at pre-test, post-test, and follow-up test (administered one month later), the Self-Efficacy Scale (Midgley et al., 1998) was utilized. The data were scrutinized utilizing repeated measures analysis (&alpha; = 0.05). </span><br> <span style="unicode-bidi:embed"><b>Results</b>: According to results, no statistically significant discrepancy was observed in the mean self-efficacy scores during the pre-test between the experimental and control groups; however, the post-test and follow-up test results indicated a significant difference (p < 0.05) in favor of the experimental groups compared to the control group. Furthermore, a comparative analysis revealed that the effectiveness of self-regulatory training surpassed that of assertiveness training regarding academic self-efficacy, with a pronounced difference (p < 0.001). </span><br> <span style="unicode-bidi:embed"><b>Conclusions</b>: In light of the findings, it can be concluded that both assertiveness and self-regulation training yield a beneficial impact on students&#39; self-efficacy. <b><span lang="FA" dir="RTL" style="font-family:"B Nazanin""></span></b></span></span></span></span></span></div> Assertiveness training, Self-regulation intervention, Academic self-efficacy, High school students 43 62 http://ieepj.hormozgan.ac.ir/browse.php?a_code=A-10-434-1&slc_lang=en&sid=1 Seyyedeh Zahra Mousavi سیده زهرا موسوی seyyedeh.zahra.mousavi62@gmail.com 100319475328460010609 100319475328460010609 No PHD Student, Department of Educational Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran دانشجوی دکتری، گروه روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران. SoltanAli Kazemi سلطانعلی کاظمی Sakazemi@miau.ac.ir 100319475328460010610 100319475328460010610 Yes Associate Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. دانشیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران. Mohammad Khayyer محمد خیر m_khayyer@yahoo.com 100319475328460010611 100319475328460010611 No Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. استاد تمام، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران. Hosein Bagholi حسین بقولی baghooli@miau.ac.ir 100319475328460010612 100319475328460010612 No AssistantProfessor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. استادیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.