تاثیر آموزش مهارتهای خودتعیین‌گری بر هیجانهای تحصیلی، خودپنداره تحصیلی و مسئولیت-پذیری دانش آموزان.

This research was conducted with the aim of determining the effect of teaching selfdetermination skills on students' academic emotions, academic self-concept and responsibility. The method of semi-experimental research was pre-test-post-test with a control group. The statistical population of this research included all 11th grade female students of middle school in the academic year of 2022-2023 in number of 30 people who were selected by purposive sampling method and then they were equally divided into two experimental and control groups. Self-determination training based on the theory of Desi and Ryan (2000) was conducted on the students of the experimental group during 10 sessions of 60 minutes, two sessions per week. The research tools were academic emotions questionnaire (Pekran et al., 2002), academic self-concept (Yesenchen, 2004), students' responsibility (Lewis, 2001) and self-determination educational package (Desi and Ryan, 2000). The findings showed that teaching self-determination skills had a positive and significant effect on students' academic emotions and was able to increase the amount of positive academic emotions and reduce negative academic emotions. Also, teaching selfdetermination skills had a positive and significant effect on students' academic selfconcept (and its components) and was able to improve the level of students' academic self-concept. The results also indicated that teaching self-determination skills on responsibility (and its components) in students was effective and increased the level of responsibility in students. According to the results, it can be concluded that by teaching students self-determination skills, responsibility and academic selfconcept can be improved and positive academic emotions can be increased and negative emotions can be reduced. [ABSTRACT FROM AUTHOR]