Volume 8, Issue 1 (March 2026)
IEEPJ 2026, 8(1): 0-0 |
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Pegah N, Hajializadeh K, Samavi S A, Amirfakhraee A. (2026). Comparison the Effectiveness of Self-Regulation Training, Academic Help-Seeking Training and Problem-Solving Training on Academic Enthusiasm. IEEPJ. 8(1),
URL: http://ieepj.hormozgan.ac.ir/article-1-1064-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1064-en.html
1- PhD Student, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,hajializadehk@iau.ac.ir
3- Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
2- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran ,
3- Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
4- Associate Professor, Department of Psychology, BA.C., Islamic Azad University, Bandar Abbas, Iran
Abstract: (72 Views)
Objective: The present study aimed to compare the effectiveness of self‑regulation training, academic help‑seeking training, and problem‑solving training on the academic enthusiasm of male high school students in Bandar Abbas.
Methods: This applied study employed a quasi‑experimental pretest–posttest design with a control group. The statistical population consisted of all male high school students in Bandar Abbas during the 2023–2024 academic year. Using convenience sampling, 60 students were selected and randomly assigned to three experimental groups (self‑regulation training, academic help‑seeking training, and problem‑solving training) and one control group (15 participants per group). Academic enthusiasm was measured using the Vega Academic Enthusiasm Scale (2016). The experimental groups received 12 training sessions over one month, while no intervention was provided to the control group. Data were analyzed using SPSS version 27, employing multivariate analysis of covariance (MANCOVA) and Bonferroni post hoc tests.
Results: The results indicated that self‑regulation training and problem‑solving training led to a significant increase in academic enthusiasm compared with the control group (P < 0.05). In contrast, academic help‑seeking training did not produce a significant effect on academic enthusiasm. Furthermore, no significant difference was observed between the effects of self‑regulation training and problem‑solving training on academic enthusiasm.
Conclusions: The findings suggest that self‑regulation and problem‑solving training are effective interventions for enhancing academic enthusiasm among male high school students, whereas academic help‑seeking training alone may be insufficient. These results highlight the importance of incorporating self‑management and cognitive‑behavioral skills into educational interventions.
Methods: This applied study employed a quasi‑experimental pretest–posttest design with a control group. The statistical population consisted of all male high school students in Bandar Abbas during the 2023–2024 academic year. Using convenience sampling, 60 students were selected and randomly assigned to three experimental groups (self‑regulation training, academic help‑seeking training, and problem‑solving training) and one control group (15 participants per group). Academic enthusiasm was measured using the Vega Academic Enthusiasm Scale (2016). The experimental groups received 12 training sessions over one month, while no intervention was provided to the control group. Data were analyzed using SPSS version 27, employing multivariate analysis of covariance (MANCOVA) and Bonferroni post hoc tests.
Results: The results indicated that self‑regulation training and problem‑solving training led to a significant increase in academic enthusiasm compared with the control group (P < 0.05). In contrast, academic help‑seeking training did not produce a significant effect on academic enthusiasm. Furthermore, no significant difference was observed between the effects of self‑regulation training and problem‑solving training on academic enthusiasm.
Conclusions: The findings suggest that self‑regulation and problem‑solving training are effective interventions for enhancing academic enthusiasm among male high school students, whereas academic help‑seeking training alone may be insufficient. These results highlight the importance of incorporating self‑management and cognitive‑behavioral skills into educational interventions.
Keywords: self-regulation training, help-seeking training, academic, problem-solving training, academic enthusiasm.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/08/4 | Accepted: 2025/10/4 | Published: 2026/03/1
Received: 2025/08/4 | Accepted: 2025/10/4 | Published: 2026/03/1
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