the effectiveness of problem-solving skills on learning self-regulation and achievement motivation in twelfth-grade female students with test anxiety

This study investigated the effectiveness of problem-solving skills in learning self-regulation and achievement motivation in twelfth-grade female students with exam anxiety in tabriz. the present study was a semi-experimental pre-test-post-test-follow-up study with a control group. from the population of 12th-grade female students with test anxiety in tabriz city, 30 were selected by multi-stage cluster sampling and random assignment. all the studied sample members completed the self-regulated learning questionnaires of lau jong (2022) and motivation to push through lang and fries (2006) in the pre-test-post-test-follow-up phases. the experimental group was exposed to the problem-solving skills package of d’zurilla and goldfried (1971) and was included in six 90-minute sessions over two months. multivariate analysis of variance with repeated measurements was used to analyze the data using spss27 statistical software. the results showed significant differences in learning self-regulation achievement motivation in the experimental and control groups’ pre-test/post-test and follow-up groups. after applying the independent variable (problem-solving skills), the experimental group obtained higher scores in the criterion variables than the control group. this effect remained in the follow-up period. this study’s findings are significant, reassuring educators and psychologists that problem-solving skills can improve self-regulation and achievement motivation in students with anxiety.