Comparing the Effectiveness of Assertiveness Training and Self-Regulation Intervention on Academic Self-efficacy in Female High School Students
Objective: 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). Methods: The methodological approach employed was quasi-expe...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Hormozgan
2025-03-01
|
| Series: | Iranian Evolutionary Educational Psychology Journal |
| Subjects: | |
| Online Access: | http://ieepj.hormozgan.ac.ir/article-1-426-en.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850066557690970112 |
|---|---|
| author | Seyyedeh Zahra Mousavi SoltanAli Kazemi Mohammad Khayyer Hosein Bagholi |
| author_facet | Seyyedeh Zahra Mousavi SoltanAli Kazemi Mohammad Khayyer Hosein Bagholi |
| author_sort | Seyyedeh Zahra Mousavi |
| collection | DOAJ |
| description | Objective: 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).
Methods: 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 (α = 0.05).
Results: 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).
Conclusions: In light of the findings, it can be concluded that both assertiveness and self-regulation training yield a beneficial impact on students' self-efficacy. |
| format | Article |
| id | doaj-art-bc2ea45f9f06497aa867b2f848abb898 |
| institution | DOAJ |
| issn | 2588-4395 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | University of Hormozgan |
| record_format | Article |
| series | Iranian Evolutionary Educational Psychology Journal |
| spelling | doaj-art-bc2ea45f9f06497aa867b2f848abb8982025-08-20T02:48:42ZengUniversity of HormozganIranian Evolutionary Educational Psychology Journal2588-43952025-03-01714362Comparing the Effectiveness of Assertiveness Training and Self-Regulation Intervention on Academic Self-efficacy in Female High School StudentsSeyyedeh Zahra Mousavi0SoltanAli Kazemi1Mohammad Khayyer2Hosein Bagholi3 PHD Student, Department of Educational Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran Associate Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. AssistantProfessor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. Objective: 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). Methods: 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 (α = 0.05). Results: 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). Conclusions: In light of the findings, it can be concluded that both assertiveness and self-regulation training yield a beneficial impact on students' self-efficacy.http://ieepj.hormozgan.ac.ir/article-1-426-en.pdfassertiveness trainingself-regulation interventionacademic self-efficacyhigh school students |
| spellingShingle | Seyyedeh Zahra Mousavi SoltanAli Kazemi Mohammad Khayyer Hosein Bagholi Comparing the Effectiveness of Assertiveness Training and Self-Regulation Intervention on Academic Self-efficacy in Female High School Students Iranian Evolutionary Educational Psychology Journal assertiveness training self-regulation intervention academic self-efficacy high school students |
| title | Comparing the Effectiveness of Assertiveness Training and Self-Regulation Intervention on Academic Self-efficacy in Female High School Students |
| title_full | Comparing the Effectiveness of Assertiveness Training and Self-Regulation Intervention on Academic Self-efficacy in Female High School Students |
| title_fullStr | Comparing the Effectiveness of Assertiveness Training and Self-Regulation Intervention on Academic Self-efficacy in Female High School Students |
| title_full_unstemmed | Comparing the Effectiveness of Assertiveness Training and Self-Regulation Intervention on Academic Self-efficacy in Female High School Students |
| title_short | Comparing the Effectiveness of Assertiveness Training and Self-Regulation Intervention on Academic Self-efficacy in Female High School Students |
| title_sort | comparing the effectiveness of assertiveness training and self regulation intervention on academic self efficacy in female high school students |
| topic | assertiveness training self-regulation intervention academic self-efficacy high school students |
| url | http://ieepj.hormozgan.ac.ir/article-1-426-en.pdf |
| work_keys_str_mv | AT seyyedehzahramousavi comparingtheeffectivenessofassertivenesstrainingandselfregulationinterventiononacademicselfefficacyinfemalehighschoolstudents AT soltanalikazemi comparingtheeffectivenessofassertivenesstrainingandselfregulationinterventiononacademicselfefficacyinfemalehighschoolstudents AT mohammadkhayyer comparingtheeffectivenessofassertivenesstrainingandselfregulationinterventiononacademicselfefficacyinfemalehighschoolstudents AT hoseinbagholi comparingtheeffectivenessofassertivenesstrainingandselfregulationinterventiononacademicselfefficacyinfemalehighschoolstudents |