Document Type : Original research study

Authors

1 Department of Physical Education, Dehaghan Branch, Islamic Azad University, Dehaghan, Iran

2 Assistant Professor, Department of Educational Sciences, Farhangian University

Abstract

The present study was conducted to determine effectiveness of teaching self-regulatory learning strategies on academic procrastination and self-compassion of student athletes participating in sport Olympiad. The research method was semi-experimental with pretest-posttest design with control group, in which among 388 student athletes participating in Golestan sport Olympiad, 185 participants were selected a study sample by random sampling. 45 participants with high academic procrastination and low self-compassion were selected among which 30 participants were included by simple random sampling and were divided into experimental and control groups. The experimental group received self-regulatory learning strategies training for 10 sessions weekly. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. Results showed a significant difference between the two study groups of experimental and control meaning that teaching self-regulatory learning strategies reduces level of academic procrastination and increases self-compassion of the student athletes participating in sport Olympiad. 

Keywords

Main Subjects

 
1.    Alicke, M. D., & Sedikides, C. (2009). Self-enhancement and self-protection: What they are and what they do. European review of social psychology, 20(1), 1-48.
2.    Anjdani, E. (2010). Determining the role of coherence self-awareness, consciousness, self-respect and self-compassion in emotions regulation caused by unpleasant events. (MA. dissertation). University of Tehran. In Persian.
3.    Aynur, P., Murat, A., & Can, B. (2011). Academic procrastination behavior of preservice teachers’of CelalBayar University. Procedia- social and behavioral sciences, 29, 1418-1425.
4.    Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination. Learning and individual differences, 36, 165-172.
5.    Ergen, B., & Kanadli, S. (2017). The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research, 69, 55-74.
6.    Farsi, A., Morghzar, M., & Aslankhani, M. A. (2010). The effect of self regulated and non regulated learning strategies on acquisition, retention and transfer of table tennis forehand drive skill. Sports Psychology, 5, 397-408. In Persian.
7.    Golshanpour, M., & Bahrami, H. (2018). The effectiveness of teaching self-regulatory learning strategies on academic self-concept and academic achievement of first high school students. Journal of sociology of education, 10, 69-84. In Persian.
8.    Hofmann, S. G., Grossman, P., & Hinton, D. E. (2011). Loving-kindness and compassion meditation: Potential for psychological interventions. Clinical psychology review, 31(7), 1126-1132.
9.    Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia Social and Behavioral Sciences, 6, 2412–2115
10.    Golmohammadian, M. (2014). Prediction of academic procrastination based on Big five factors in athletic students. Journal of Clinical Psychology Studies, 17(5), 49-75. In Persian.
11.    Leary, M.R., Tate, E.B., Adams, C.E., Allen, A.B., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself ki ndly. Personality and Individual Processes, 92, 887–904.
12.    Montalvo, F., & Torres, G. (2003). Self-regulation learning current and future direction. Electronic journal research education psychology, 2(1), 1-34.
13.    Mosewich, A. D., Kowalski, K. C., Sabiston, C. M., Sedgwick, W. A., & Tracy, J. L. (2011). Self-compassion: A potential resource for young women athletes. Journal of sport and exercise psychology, 33(1), 103-123.
14.    Mosewich, A. D., Crocker, P. R., Kowalski, K. C., & DeLongis, A. (2013). Applying self-compassion in sport: An intervention with women athletes. Journal of sport and exercise psychology, 35(5), 514-524.
15.    Namian, S., & Hosseinchari, M. (2011). Explaining student academic procrastination based on religious beliefs and control core. Journal of educational psychology studies, 8(14), 99-126. In Persian.
16.    Narimani, M., Mohammad Amini, Z., Zahed, A., & Abolghasemi, A. (2015). Comparison of the effectiveness of teaching strategies on self-regulatory learning and problem solving on students' educational motivation. Journal of psychological education, 4(1), 139-155. In Persian.
17.    Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and identity, 2, 223–250.
18.    Neff, K. D. (2011). Self‐compassion, self‐esteem, and well‐being. Social and personality psychology compass, 5(1), 1-12.
19.    Ocal, K. (2016). Predictors of Academic Procrastination and University Life Satisfaction among Turkish Sport Schools Students. Educational Research and Reviews, 11(7), 482-490.
20.    Phillips, W. J., & Ferguson, S. J. (2012). Self-compassion: A resource for positive aging. Journals of gerontology series B: psychological sciences and social sciences, 68(4), 529-539.
21.    Pintrich, P. R. (2004). A conceptual framework for assessing motivation and selfregulated learning in college student. Educational psychology review, 16(4), 385-407.
22.    Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
23.    Pipere, A., & Mieriņa, I. (2017). Exploring non-cognitive predictors of mathematics achievement among 9th grade students. Learning and Individual Differences, 59, 65-77.
24.    Rakes, G. C., Tennessee, M. (2009). Students' motivation and cognitive self regulation strategies as predictors of procrastinationin online courses. Online available from http//edtech. Tennessee. Edu/rite/2009/rakers-rit-09.
25.    Sirin, E. F. (2011). Academic procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation and academic self-efficacy. Educational Research and Reviews, 6(5), 447.
26.    Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65.
27.    Tamanaee Far, M. R. & Ghasemi, E. (2017). Explaining academic procrastination based on personality traits and time management skill. Biquarterly journal of cognitive learning in strategies, 5(8), 233-244. In Persian.
28.    Vameghi, R., Shams, A., & Shamsipour Dehkordi, P. (2013). The effect of age, sex and obesity on fundamental motor skills among 4 to 6 years-old children. Pakistan journal of medical sciences, 29(2), 586–589. 
29.    Yarnell, L. M., & Neff, K. D. (2013). Self-compassion, interpersonal conflict resolutions, and well-being. Self and Identity, 12(2), 146-159.
30.    Zakeri, H., Esfahani, B. N., & Razmjoee, M. (2013). Parenting styles and academic procrastination. Procedia-Social and Behavioral Sciences, 84, 57-60.