Effectiveness of Training on Self-regulated Learning Strategies in Improving Academic Self-Motivation and Attitudes towards School of low Achieving Gifted Students

Abstract

The purpose of this study was to investigate the effectiveness of training on some self-regulated learning strategies in improving academic self-motivation and attitudes towards school of low achievement gifted students, the study sample consisted of (30) low achievement gifted students from the first grade in prep school of )Age = 11.95-13.2(, )M = 12.78(, )SD = 0.68(. The study sample was divided into two groups; experimental group consisted of )15( student who were trained on self-regulated learning strategies, and control group )15( students who did not get any training. The study tools included: General Mental Ability test )12-14( years, prepared by Moussa, 2002; Abraham Creative Thinking test translated by Habeeb, 2001; Aptitudes Towards the School scale developed by McCoach, 2002, and translated by Elnagar, 2011; Behaviors Characteristics of Low Achievement Gifted Students scale developed by the researches; Academic Self-Motivation scale developed by Ashour & Elnagar, 2015; self-regulated learning strategies training program prepared by the researcher. Using (t-test), findings indicated significant statistical differences between the means of experimental and control groups post-test in academic self-motivation and attitudes towards the school in favor of the experimental group. There were also significant statistical differences between the means of pre-test and post-test of the experimental group in academic self-motivation, and attitudes towards the school in favor of post-test.