Determining the Effect of Problem-Solving Training on Math Anxiety, Academic Self-Regulation, and Responsibility of Students

Problem-solving training is the regular provision of training on cognitive and behavioral skills, which help the trainees identify the most effective solution and effectively cope with everyday problems and future challenges.The present research objective was to determine the effect of problem-solving training on math anxiety, academic self-regulation, and responsibility of students. The statistical population for this research included all of the sixth-grade female students of Avaj City (N=800) in the 2014-2015 academic year. A total of 30 students were selected using the multi-stage cluster sampling method, and 15 students were put in the experimental group and 15 were put in the control group. The quasi-experimental research method was used in this research to study the control, pre-test, and post-test groups. The research variables were assessed using the following questionnaires: Math Anxiety Inventory; Academic Self-Regulation Inventory; and the Responsibility Inventory. The research data was analyzed using the covariance analysis method, and the research findings revealed that the F values of the math anxiety (p<0.0001), self-regulation (p<0.003), and responsibility (p<0.0001) variables were statistically significant in the experimental group. The results also indicated that problem-solving training reduces math anxiety and increases academic self-regulation and responsibility in the students.

کلیدواژه ها:

Problem-Solving Skill ، Math Anxiety ، Self-Regulation ، Responsibility