Compare effectiveness cooperative learning training and academic self regulation training on academic buoyancy, goal orientation, academic self efficacy and critical thinking

Compare effectiveness cooperative learning training and academic self regulation training on academic buoyancy, goal orientation, academic self efficacy and critical thinking amonge secondary school students in the Ahvaz city

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20200803048294N1

Enrollment

Registered

2020-10-31

Start date

2019-04-03

Completion date

Unknown

Last updated

2020-11-30

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Low academic buoyancy.

Interventions

Intervention 1: Intervention group 1: Under the intervention of cooperative learning training based on the method of Jig Sao (Ernson, 1978) in 8 sessions of 60 minutes and two sessions per week. Inter

Eligibility

Sex/Gender

All

Age

15 Years to 19 Years

Inclusion criteria

Inclusion criteria: Informed consent Low levels of academic buoyancy, goal orientation, academic self efficacy and critical thinking Volunteer for non-drug treatment

Exclusion criteria

Exclusion criteria: Dual citizenship students Students who have jumped (simultaneously) through two levels of secondary education

Design outcomes

Primary

Measure	Time frame
Academic buoyancy. Timepoint: Before interventions, after interventions, 60 days after interventions. Method of measurement: Using Dehghanizadeh and Hossein Chari (2012).;Goal orientation. Timepoint: Before interventions, after interventions, 60 days after interventions. Method of measurement: Using Academic Vitality Questionnaire, Midgoli et al. (1998).;Academic self efficacy. Timepoint: Before interventions, after interventions, 60 days after interventions. Method of measurement: Using Purposefulness Questionnaire, On and Faraman (1988).;Critical thinking. Timepoint: Before interventions, after interventions, 60 days after interventions. Method of measurement: Using Rahaii Students' Critical Thinking Questionnaire (2014).	—

Measure

Time frame

Academic buoyancy. Timepoint: Before interventions, after interventions, 60 days after interventions. Method of measurement: Using Dehghanizadeh and Hossein Chari (2012).;Goal orientation. Timepoint: Before interventions, after interventions, 60 days after interventions. Method of measurement: Using Academic Vitality Questionnaire, Midgoli et al. (1998).;Academic self efficacy. Timepoint: Before interventions, after interventions, 60 days after interventions. Method of measurement: Using Purposefulness Questionnaire, On and Faraman (1988).;Critical thinking. Timepoint: Before interventions, after interventions, 60 days after interventions. Method of measurement: Using Rahaii Students' Critical Thinking Questionnaire (2014).

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactReza Pasha

Islamic Azad University

g.rpasha@gmail.com+98 61 3334 8421

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026