The effectiveness of teaching academic self regulated learning strategies on chemistry self efficacy and academic hardiness among tenth grade science students
1
Department of Psychology and Counselling, Farhangian University, Tehran, Iran
2
Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
10.48310/chemedu.2026.22356.1413
Abstract
Background and Objective: Chemistry education, due to its conceptual and abstract nature, is often accompanied by cognitive and motivational challenges, and many students experience a decline in their sense of competence and academic persistence in this subject. Teaching academic self‑regulated learning strategies, as an effective learning approach, can play an important role in strengthening students’ beliefs about their capabilities. Methods: the present study aimed to examine the effectiveness of teaching academic self‑regulated learning strategies on chemistry self‑efficacy and academic hardiness among tenth‑grade students. This study employed a quasi‑experimental design with a pretest-posttest and a control group. The statistical population consisted of tenth grade students majoring in experimental sciences in Pol‑e Dokhtar during the 2024–2025 academic year. Sampling was conducted using a convenience method, and two tenth grade experimental science classes from a public girls’ high school participated in the study. One class was assigned to the experimental group (n = 32) and the other to the control group (n = 30). The educational intervention consisted of six 90‑minute sessions on academic self‑regulated learning strategies, implemented collaboratively by a school counselor and a chemistry teacher. Data collection instruments included the Chemistry Self‑Efficacy Scale developed by Uzuntiryaki and Aydin (2009) and the Academic Hardiness Questionnaire by Benishek and Lopez (2005). Data were analyzed using independent samples t‑tests and analysis of covariance (ANCOVA) while controlling for pretest scores in SPSS software. Effect sizes were also reported using partial eta squared. Findings: The results of the ANCOVA indicated that after controlling for the pretest effect, there was a statistically significant difference between the experimental and control groups in posttest scores of chemistry self‑efficacy and academic hardiness (p < 0.05). Conclusion: The findings suggest that teaching academic self‑regulated learning strategies can effectively enhance students’ chemistry self‑efficacy and academic hardiness.
Shafiee, M. and Vahid, S. (2026). The effectiveness of teaching academic self regulated learning strategies on chemistry self efficacy and academic hardiness among tenth grade science students. Research in Chemistry Education, (), -. doi: 10.48310/chemedu.2026.22356.1413
MLA
Shafiee, M. , and Vahid, S. . "The effectiveness of teaching academic self regulated learning strategies on chemistry self efficacy and academic hardiness among tenth grade science students", Research in Chemistry Education, , , 2026, -. doi: 10.48310/chemedu.2026.22356.1413
HARVARD
Shafiee, M., Vahid, S. (2026). 'The effectiveness of teaching academic self regulated learning strategies on chemistry self efficacy and academic hardiness among tenth grade science students', Research in Chemistry Education, (), pp. -. doi: 10.48310/chemedu.2026.22356.1413
CHICAGO
M. Shafiee and S. Vahid, "The effectiveness of teaching academic self regulated learning strategies on chemistry self efficacy and academic hardiness among tenth grade science students," Research in Chemistry Education, (2026): -, doi: 10.48310/chemedu.2026.22356.1413
VANCOUVER
Shafiee, M., Vahid, S. The effectiveness of teaching academic self regulated learning strategies on chemistry self efficacy and academic hardiness among tenth grade science students. Research in Chemistry Education, 2026; (): -. doi: 10.48310/chemedu.2026.22356.1413
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