Effect of self regulated learning strategies on learning outcomes educational anxiety and motivational beliefs of IX graders

Abstract

This study aims to explore the effect of self regulated learning strategies on learning outcomes, educational anxiety and motivational beliefs on a sample of 240 students of grade IX from English medium CBSE schools of Jalandhar city. The study was designed on the lines of non-equivalent pretest-posttest control group design. The experimental group was taught through self regulated learning strategies instructional program and control group was taught same topics with traditional method of teaching for 36 days. Findings indicated significant differences between experimental and control groups across all variables except Extrinsic goal orientation (5th dimension of Motivational Beliefs). Significant gender differences were not observed except Control of learning beliefs. Interaction effects of gender and treatment were also observed in Control of learning belief only. Intervention resulted in overall enhancement of achievement in science, motivational beliefs but reduction of educational anxiety. Perceptions of intervention were favourable as reflected by reflected journals. Students interview responses rendered intervention fruitful as suggested by preferred modes of strategy usage and self regulated learning conduct. newline