Review and Comparison Effectiveness Of Process and Product Mental Simulation on Self-Regulation and Academic Self-Concept

Document Type : Research Paper

Authors

Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.

10.22098/jsp.2021.1131

Abstract

Objective The aim of this study was to investigate and compare the effectiveness of process and product mental simulations on self-regulation and academic self-concept of students in Tehran.
Methods The research method was quasi-experimental with a pretest-posttest design with two experimental groups and a control group. The population of this study consisted of all female students of the second year of high school in the 18th district of Tehran. Using simple random sampling method, 45 people were selected from this community and replaced in three groups by simple random sampling. First, all students were tested for self-regulation and academic self-concept. The training for the experimental group 1 was performed by process mental simulation and for the experimental group 2 was performed by mental simulation of products and no training was provided for the control group. After the training for the experimental groups, post-test was performed for all three groups.
Results The findings of the study using analysis of covariance showed that both process and product mental simulation have a significant effect on increasing students' self-regulation and academic self-concept, but the results of independent t-test showed that process simulation is more effective than product simulation.
Conclusion Therefore, these educational methods can be used to improve students' self-regulation and self-concept.

Keywords


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