The effect of self-regulatory strategies training on problem-solving styles and self-directed learning for third grade male high school students

The aim of this study was to investigate the effect of self-regulatory strategies training on problem-solving styles and self-directed learning students. The research method was quasi-experimental with pre-test-post-test and control group. The statistical population of the study consisted of all third-grade male students in the second year of high school in Kermanshah in the second semester of 2018-19. Among them, 30 third-grade male students were randomly selected as the research sample and randomly assigned to two experimental groups (15 people) and a control (15 people). The experimental group received a group self-regulatory training program in eight 90-minute sessions per week as a group; the control group was on the waiting list for 2 months. In order to gather information, the problem-solving style questionnaires were shortened and Lang (1996) and self-learning for Fisher et al. (2001) were used. Multivariate analysis of covariance was used to analyze the data. The findings showed that there was a significant difference between the mean of post-test scores of the experimental and control groups in the variables of problem-solving styles and self-directed learning by controlling the effect of the pretest. Generally, based on the results of this study, it can be said that self-regulatory strategies training was effective in increasing problem-solving styles and studentschr('39') self-directed learning.