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IRCT20180224038843N1 IRCT 2018-10-09 The University of Allameh Tabataba’i Effectiveness of self determination educational program on high school students The effectiveness of self determination educational program on academic motivation, self- directed learning and decision making styles in high school students 2017-12-05 anticipated 50 Complete https://irct.ir/trial/30202 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: The sample was consisted of two classes of 20 girls , selected by multi-stage cluster sampling method, and randomly assigned to experimental and control groups. In the first stage, one of the Tehran’s 19 districts (district 5) was selected in a simple random manner. In the second stage, one of the girls’ high schools in District 5, was selected in a simple random manner. In the third stage, two (20member) classes from three classes of 10th grade of that high school, were randomly selected as a research sample. Then one of the classes were randomly assigned to the experimental group and another to the control group. N/A Condition 1: Academic motivation. Condition 2: Self-directed learning. Condition 3: Decision-making styls. Intervention 1: The Intervention group: After determining the educational goals and then the content, strategies and tools for education, the self-determination educational program was prepared in 8 sessions that each one was 90 minutes long. This program was implemented after the preparation for the experimental group. The content and structure of the sessions were designed in such a way that each session completes the prior meetings and is a prerequirement for further sessions. The structure of the meetings was as follows: 1. Attraction, motivation and preparation 2. Examining home works and practices 3. Bug fixing on the educational content of the previous session 4. Presenting new education 5. break time 6. Conducting exercises on the education 7. Group discussion 8- assigning home works 9. Receiving and providing feedback. The learning strategies (actions) used in this research include explanation and elaboration technique, brainstorming, group discussion, presenting the role and role playing, self-evaluation, evaluating (solidarity of learnings), and conclusions. The required tools for education included PowerPoint software, markers, whiteboard, notebook, pen, color pencil and colored papers. Intervention 2: Control group: No training was given to the control group during the course. However, in order to observe ethical issues in research and satisfy the control group participants, they were told that they will be offered an intensive program period after the completion of the research. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is There is no more information.
public Nasrin Rahmanpour
No. 22, Enterance 1., block 12., Faze 2., Ekbatan
Tehran Iran (Islamic Republic of) 1396633147 +98 21 4467 2896 rahmanpour921@atu.ac.ir The University of Allameh Tabataba’i scientific Hasan Asadzadeh
The University of Allameh Tabataba’i., Olympic square., Olympic Village., Hemmat Highway
Tehran Iran (Islamic Republic of) 1489684511 +98 21 4473 7518 asadzadeh@atu.ac.ir The University of Allameh Tabataba’i Iran (Islamic Republic of) Students in the tenth grade of girl’s high schools of Tehran 15 years 17 years Female Severe psychological problems Behavior Behavior The Intervention group: After determining the educational goals and then the content, strategies and tools for education, the self-determination educational program was prepared in 8 sessions that each one was 90 minutes long. This program was implemented after the preparation for the experimental group. The content and structure of the sessions were designed in such a way that each session completes the prior meetings and is a prerequirement for further sessions. The structure of the meetings was as follows: 1. Attraction, motivation and preparation 2. Examining home works and practices 3. Bug fixing on the educational content of the previous session 4. Presenting new education 5. break time 6. Conducting exercises on the education 7. Group discussion 8- assigning home works 9. Receiving and providing feedback. The learning strategies (actions) used in this research include explanation and elaboration technique, brainstorming, group discussion, presenting the role and role playing, self-evaluation, evaluating (solidarity of learnings), and conclusions. The required tools for education included PowerPoint software, markers, whiteboard, notebook, pen, color pencil and colored papers. Control group: No training was given to the control group during the course. However, in order to observe ethical issues in research and satisfy the control group participants, they were told that they will be offered an intensive program period after the completion of the research. Academic motivation. Timepoint: Before intervention, immediately after intervention, after two months for follow-up study. Method of measurement: Academic motivation scale of vallerand. Self- directed learning. Timepoint: Before intervention, immediately after intervention, after two months for follow-up study. Method of measurement: Self-directed learning instrument of cheng. Decision making styles. Timepoint: Before intervention, immediately after intervention, after two months for follow-up study. Method of measurement: General decision making scale of scote & brous. The University of Allameh Tabataba’i Approved 2018-04-23 Ethics Committee of Shahed University The University of Shahed.,The opposite of Imam Khomeini shrine., Qom Highway Tehran Tehran Iran (Islamic Republic of)