Objective: This study aimed to investigate the effectiveness of self-regulation strategy training based on Zimmerman’s cyclical model on everyday memory and selective attention in eighth-grade students.
Method: The study was a semi-experimental design with a pre-test–post-test and control group. The statistical population included all eighth-grade students in Shiraz. A total of 30 volunteer students who met the inclusion criteria were randomly assigned to an experimental group (n = 15) and a control group (n = 15). Data were collected using the Everyday Memory Questionnaire (Sunderland et al., 1983) and a computerized Stroop test to measure selective attention. The experimental group received ten sessions of self-regulation training, while the control group received no intervention. Data were analyzed using ANOVA with SPSS-26.
Results: The results showed significant differences between the experimental and control groups in both attention (Stroop test) and everyday memory (0.001 ≤ p ≤ 0.033). The effect sizes (eta squared) ranged from 0.23 to 0.34, indicating a moderate to strong effect of the intervention.
Conclusion: The findings indicated that self-regulation strategy training based on Zimmerman’s cyclical model significantly improved selective attention and everyday memory in students. Therefore, such training programs can help reduce attention and concentration problems and enhance memory capacity in adolescents.
malekzadeh,A . (2026). The Effectiveness of Teaching Self-Regulation Strategies Based on Zimmerman's Cyclical Model on Students' Everyday Memory and Selective Attention. Iranian Journal of Learning and Memory, 9(33), 83-100. doi: 10.22034/iepa.2026.581662.1600
MLA
malekzadeh,A . "The Effectiveness of Teaching Self-Regulation Strategies Based on Zimmerman's Cyclical Model on Students' Everyday Memory and Selective Attention", Iranian Journal of Learning and Memory, 9, 33, 2026, 83-100. doi: 10.22034/iepa.2026.581662.1600
HARVARD
malekzadeh A. (2026). 'The Effectiveness of Teaching Self-Regulation Strategies Based on Zimmerman's Cyclical Model on Students' Everyday Memory and Selective Attention', Iranian Journal of Learning and Memory, 9(33), pp. 83-100. doi: 10.22034/iepa.2026.581662.1600
CHICAGO
A malekzadeh, "The Effectiveness of Teaching Self-Regulation Strategies Based on Zimmerman's Cyclical Model on Students' Everyday Memory and Selective Attention," Iranian Journal of Learning and Memory, 9 33 (2026): 83-100, doi: 10.22034/iepa.2026.581662.1600
VANCOUVER
malekzadeh A. The Effectiveness of Teaching Self-Regulation Strategies Based on Zimmerman's Cyclical Model on Students' Everyday Memory and Selective Attention. IJLM. 2026;9(33):83-100. doi: 10.22034/iepa.2026.581662.1600
