Document Type : Research Article (s)
1 Department of Counseling, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 Department of Counseling, Masjed Soleiman Branch, Islamic Azad University, Masjed Soleiman, Iran
Background: Academic resilience can increase the generalized flexibility of students to confront problems, stresses, and challenging demands and conditions during the school year, leading to success and improvement in academic performance. The present study aimed to investigate the effectiveness of self-regulation training in improving engagement and academic resilience in high school students.
Methods: This research was a quasi-experimental study. The statistical population included all tenth-grade male students in Ahvaz, Iran, in 2021. Forty tenth-grade students were selected through multistage cluster sampling and were randomly placed into intervention and control groups (n=20 students in each group) using a random number table. The intervention group received seven 90-minute self-regulation training sessions, while the control group received no psychological training. The Academic Resilience Scale (ARS) and the Utrecht Work Engagement Scale for Students were administered to both groups (intervention and control) before and after the training sessions. The collected data were analyzed by repeated measures ANOVA in SPSS version 23.
Results: Mean (±SD) of academic engagement for the intervention group in the pretest, posttest, and follow-up stages were 46.60±5.83, 54.65±7.96, and 54.55±7.34, respectively; while in the control group, the means were 46.85±6.38, 47.15±5.81, and 47.35±5.98, respectively. Moreover, the mean (±SD) of academic resilience for the intervention group in the pretest, posttest, and follow-up stages were 17.60±3.55, 25.65±4.98, and 25.35±4.22, respectively; while in the control group, the means were 19.80±4.01, 19.35±3.82, and 18.85±4.12, respectively. The results demonstrated a significant difference between the intervention and control groups in the mean scores of student engagement and academic resilience (P<0.001). Accordingly, a significant rise was observed in the intervention group’s posttest scores of student engagement and academic resilience (P<0.001). Moreover, the follow-up showed the stability of the influence of self-regulation training.
Conclusion: The study findings indicated that self-regulation training effectively improved student engagement and academic resilience in senior high school male students. Therefore, self-regulation training sessions are recommended to improve the psychological skills of students.