This quasi-experimental study (pre-test/post-test with two experimental groups and a control group) compared the effectiveness of "Academic Resilience Training with an Integrated Monotheistic Approach" and "Mindfulness Training" on self-regulated learning among female secondary school students in Tehran's 10th district (academic year 1400-1401). Due to pandemic conditions, 21 students were selected via convenience sampling and divided into resilience training (n=7), mindfulness training (n=9), and control (n=5) groups. Both interventions were delivered online over eight 90-minute sessions. Data were collected using the Self-Regulation of Learning Questionnaire (MSLQ) and analyzed using ANCOVA and LSD post-hoc tests.
Results showed that both programs significantly increased overall self-regulated learning and metacognitive strategies compared to the control group( (F=3.681، p<0.047 ). However, after controlling for Grade Point Average (GPA), mindfulness training demonstrated significantly greater effectiveness in enhancing overall self-regulation, metacognitive strategies, and motivational beliefs. The integrated monotheistic resilience training showed no statistically significant effect on overall self-regulation or motivational beliefs after controlling for GPA. Neither intervention significantly affected cognitive strategies.
Conclusion: While both interventions show potential, mindfulness training exhibited stronger immediate effectiveness for promoting self-regulated learning components, particularly metacognition and motivation. However, the integrated monotheistic approach retains significant potential as a culturally indigenous intervention. Its emphasis on spirituality, values, and human connections may yield long-term benefits across various aspects of adolescent life, warranting further development of detailed protocols.