The effectuality of teaching of self-regulated learning strategies on mental health in students

AbstractThis research has been undergone with the general objective of proving the effectuality of teaching of self-regulated learning strategies on mental health in 2nd grade middle-school boys in the city of Mashhad. The sample size consisted of 30 students, 15 each in experimental and control groups, and a random cluster multiple-stage sampling method was used on 2nd grade junior-high schools of both morning and evening shifts in sector 4 of the Heptagonal-zones of the Education Office in the city of Mashhad. The measurement tools consisted of MSLQ and GHQ-28 questionnaires that were initially executed as a pre-test in both groups. After which, only the experimental group was given teaching in self-regulated learning strategies for 18 one-hour sessions. After the teaching a post-test using the aforementioned questionnaires were taken from both groups. The data gathered were analyzed using SPSS software program and the independent T-test- differences between means. The results showed that there was no meaningful difference between means of mental health situation and its symptoms (physical complaints, anxiety, social dysfunction and depression) in both experimental and control groups