Thesis:

Determining the effect of teaching of self-regulation learning strategies on the academic vitality and academic conscience of the seventh grade students of the first secondary school in Davarzen city

The present study was conducted with the aim of teaching self-regulation learning strategies on the academic vitality and academic conscience of the seventh grade students of the first secondary school in Davarzen city in 2023-2024. The current study was a semi-experimental type of research with a control group and a pre-test and post-test design. The statistical population included all 155 students of the seventh grade of the first secondary school in Davarzen, of which 50 were selected as available, and then the statistical sample was randomly replaced in the experimental and control groups. After determining the desired groups, a pre-test was taken from both groups. Then the experimental group received training on self-regulated learning strategies (Pintrich, 1999) during 15 sessions of 90 minutes, and the control group remained on the waiting list. After finishing the program, both groups were given a post-test. The tools used included Dehghanizadeh and Hosseinchari's academic vitality questionnaire (2013) and McIlroy and Bantig's academic conscience questionnaire (2002). The collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (univariate and multivariate analysis of covariance) with the help of SPSS 24 software. The results showed that the teaching of self-regulation learning strategies had a significant effect on the academic vitality and academic conscience of the 7th grade students of the first secondary school in Davarzen city (p<0.05).

Keywords: Key words: learning self-regulation strategies, academic vitality, academic conscience