University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 2 2019 08 23 Comparison of the effectiveness of Traditional and E-learning Teaching Methods in Educational Engagement, Educational Self-Efficacy and Self-Controlling of Students Comparison of the effectiveness of Traditional and E-learning Teaching Methods in Educational Engagement, Educational Self-Efficacy and Self-Controlling of Students 72 90 814 10.22098/jsp.2019.814 FA SH Alipour Katigarie PhD Student of Educational Psychology, Islamic Azad University, Khomein Branch H Heidari Assistant Professor, Department of Counseling and Psychology, Islamic Azad University, Khomein Branch M Narimani Professor, Department of Psychology, University of Mohaghegh Ardabili H Davoodi Associate Professor, Department of Counseling and Psychology, Islamic Azad University, Khomein Branch Journal Article 2019 09 28 The purpose of this study was to determine the effectiveness of e-learning methods in educational engagement, educational self-efficacy and self-control of students. The research method was a pretest-posttest design with an experimental group and a control group. The population included all the 7^th grade male students who were studying at public and private schools in the 2^nd district of Rasht in the academic year of 1397-1398 amounting to 1,320 people. 40 students were selected as the sample through cluster sampling and were placed in two groups (control and experiment). At first, educational engagement, educational self-efficacy and self-control were used for both groups (pretest). Then, the experimental group received an e-learning program in the form of 8 sessions of 90 minutes in one week, while the control group was provided with the traditional teaching method. After this stage, both groups were evaluated by a questionnaire (posttest). The results showed that the implementation of the e-teaching method has a significant effect on academic engagement (­p <­0.01), the implementation of the teaching method on self-efficacy has a significant effect (­p <­0.01), and the implementation of e-learning method on self-control has a significant effect (­p­ < .01). The results of the study showed that in the teaching method, learners are more motivated and more willing to participate in the learning process for ease of access to information and educational content, which leads to self-efficacy and self-control. The purpose of this study was to determine the effectiveness of e-learning methods in educational engagement, educational self-efficacy and self-control of students. The research method was a pretest-posttest design with an experimental group and a control group. The population included all the 7^th grade male students who were studying at public and private schools in the 2^nd district of Rasht in the academic year of 1397-1398 amounting to 1,320 people. 40 students were selected as the sample through cluster sampling and were placed in two groups (control and experiment). At first, educational engagement, educational self-efficacy and self-control were used for both groups (pretest). Then, the experimental group received an e-learning program in the form of 8 sessions of 90 minutes in one week, while the control group was provided with the traditional teaching method. After this stage, both groups were evaluated by a questionnaire (posttest). The results showed that the implementation of the e-teaching method has a significant effect on academic engagement (­p <­0.01), the implementation of the teaching method on self-efficacy has a significant effect (­p <­0.01), and the implementation of e-learning method on self-control has a significant effect (­p­ < .01). The results of the study showed that in the teaching method, learners are more motivated and more willing to participate in the learning process for ease of access to information and educational content, which leads to self-efficacy and self-control. https://jsp.uma.ac.ir/article_814_fded6bc1182fcb6c0c60c53d65c4fa9b.pdf