The Role of Self-Regulation Training in Self-Efficacy and Academic Motivation of Male Tenth Graders in Ahvaz, Iran

Background: self-efficacy enables individuals to cope with stress and depression to succeed in environmental challenges. low self-efficacy often increases emotional and social problems that influence mental health. this study aimed to investigate the effectiveness of self-regulation training in self-efficacy and academic motivation of male tenth graders in ahvaz, iran. methods: this was a quasi-experimental study using a pretest-posttest design with the control group. the statistical population was male tenth graders of ahvaz, iran in the 2020-2021 school year. two grade 10 classes (with 20 students per class) were selected using multistage cluster sampling and students were randomly assigned to intervention and control groups. the research instruments included the academic motivation scale (ams) and the generalized self-efficacy scale (gse-10). seven selfregulation training sessions were provided to the intervention group. the data were analyzed using the repeated-measures anova. results: the mean±standard deviation (sd) of the post-test scores of self-efficacy and academic motivation were respectively 21.35±5.31 and 91.10±10.65 in the control group and 25.80±5.09 and 100.85±7.96 in the experimental groups. results of the repeated-measures anova indicated a significant difference between experimental and control groups in self-efficacy and academic motivation (p<0.001). the research hypotheses was confirmed regarding the effectiveness of self-regulation training on students’ self-efficacy and academic motivation (p<0.001). the one-month follow-up verified the stable effectiveness of the training program. conclusion: results suggested that the self-regulation training program was effective in students’ self-efficacy and academic motivation.