Comparison of the Effectiveness of Problem-Solving Techniques Training and Self-Regulation Skills Training on Academic Self-Efficacy among English as a Foreign Language Learners
Keywords:
Problem-solving techniques, self-regulation strategies, academic self-efficacyAbstract
Purpose: The present study aimed to compare the effectiveness of problem-solving techniques training and self-regulation skills training on the academic self-efficacy of English as a Foreign Language (EFL) learners.
Methods and Materials: This study employed a quasi-experimental design with a pretest–posttest–follow-up structure and a control group. The statistical population consisted of male EFL learners enrolled in language institutes in Mahabad during the 2024–2025 academic year, from which 60 participants were selected using purposive sampling and randomly assigned into two experimental groups and one control group (n = 20 per group). The first experimental group received problem-solving techniques training, and the second experimental group received self-regulation skills training, each delivered in eight weekly sessions lasting 90 minutes. The control group received no intervention. Academic self-efficacy was measured using the Jinks and Morgan Academic Self-Efficacy Questionnaire at three time points: pretest, posttest, and two-month follow-up. Data were analyzed using mixed repeated measures analysis of variance (ANOVA) with Greenhouse–Geisser correction and Bonferroni post hoc comparisons using SPSS-23 software.
Findings: The results of mixed repeated measures ANOVA indicated significant within-group effects of time for all academic self-efficacy components, including talent (F = 10.79, p = 0.001), effort (F = 15.99, p = 0.001), and context (F = 30.40, p = 0.001), indicating significant changes across measurement stages. Significant interaction effects between time and group were also observed for talent (F = 5.64, p = 0.001), effort (F = 3.83, p = 0.020), and context (F = 13.41, p = 0.001), indicating differential changes across groups. In addition, significant between-group differences were found for talent (F = 3.16, p = 0.040), effort (F = 4.32, p = 0.020), and context (F = 12.37, p = 0.001). Bonferroni post hoc comparisons showed that both intervention groups had significantly higher academic self-efficacy scores compared to the control group (p < 0.05). Furthermore, self-regulation skills training demonstrated a significantly greater effect on the effort component compared to problem-solving techniques training (p = 0.040).
Conclusion: Both problem-solving techniques training and self-regulation skills training were effective in significantly improving academic self-efficacy among EFL learners, with self-regulation training demonstrating relatively stronger effects on effort-related academic self-efficacy, and both interventions producing sustained improvements over time.
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