Comparison of two treatment methods: self-directed learning strategies training and executive function enhancement therapy

Comparing the Effectiveness of Self-Regulated Learning Strategies Training and Executive Function Enhancement Training on Academic Optimism, Sense of Belonging to School, and Academic Help-Seeking in Students with Low Academic Achievement

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250217064751N1

Enrollment

Registered

2025-03-07

Start date

2025-03-05

Completion date

Unknown

Last updated

2025-07-21

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

Conditions

Counseling therapy for students with low academic achievement.

Interventions

Intervention 1: Intervention group: Self-directed learning strategies include: cognitive strategies (repetition and review strategies, expansion and expansion, and organization)

metacognitive strategies (planning strategies, control and monitoring strategies, and discipline strategies)

and resource management strategies. In this method, learners will have personal control over the learning process, and therefore, greater speed and accuracy in learning, and developmental issues such

Eligibility

Sex/Gender

Female

Age

15 Years to 16 Years

Inclusion criteria

Inclusion criteria: Subjects studied: Students with low academic achievement. Girl's gender. Age range 15 to 16. Participate in the research with informed consent. No concurrent clinical disorders and no dependence on alcohol or drugs.

Exclusion criteria

Exclusion criteria: People with a history of physical problems that could interfere with the research process. People with mental disorders.

Design outcomes

Primary

Measure	Time frame
Academic optimism. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Academic optimism: In this study, academic optimism refers to the score that subjects obtain from the 21-question academic optimism questionnaire by Golparvar et al. (2015).;Sense of belonging to school. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Sense of belonging to school: In this study, the sense of belonging to school refers to the score that subjects obtain from the 27-question Sense of Belonging to School Questionnaire by Barry et al. (2004).;Academic Help Seeking. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Academic help seeking: In this study, academic help seeking refers to the score that subjects obtain from the 14-question Ryan and Pentrich (1997) Academic Help Seeking Questionnaire.	—

Measure

Time frame

Academic optimism. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Academic optimism: In this study, academic optimism refers to the score that subjects obtain from the 21-question academic optimism questionnaire by Golparvar et al. (2015).;Sense of belonging to school. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Sense of belonging to school: In this study, the sense of belonging to school refers to the score that subjects obtain from the 27-question Sense of Belonging to School Questionnaire by Barry et al. (2004).;Academic Help Seeking. Timepoint: Measuring this variable takes two months from the start of the study to its end. Method of measurement: Academic help seeking: In this study, academic help seeking refers to the score that subjects obtain from the 14-question Ryan and Pentrich (1997) Academic Help Seeking Questionnaire.

—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactRoghayeh Esmail darjani

Islamic Azad University

R.darjani68@gmail.com+98 11 3252 8304

Outcome results

None listed

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