Development and Validation of a Self-Regulated Learning Training Package Based on a Causal Model and Its Effectiveness on the Innovative Behavior of Postgraduate Students

This study aimed to design and validate a self-regulated learning training package based on a causal model and assess its effectiveness in enhancing postgraduate students’ innovative behavior. A mixed-method exploratory design was adopted. In the qualitative phase, thematic content analysis identified self-regulated learning components. In the quantitative phase, a quasi-experimental pretest–posttest design with a three-month follow-up and control group was conducted. The population included 528 postgraduate students at Ilam University (2022–2023). Thirty volunteers were randomly assigned to experimental (n=15) and control (n=15) groups. Data were collected using the Innovative Behavior Questionnaire (Janssen, 2000) and the Self-Regulated Learning Questionnaire (Fisher et al., 2013). Analysis of covariance indicated a significant difference in posttest innovative behavior scores between the experimental and control groups after adjusting for pretest scores (F=214.81, p<0.001), with an effect size of 0.64. Students in the experimental group showed notable improvement in creativity, idea generation, idea promotion, idea realization, and risk-taking compared with the control group. The developed training package successfully fostered an active, motivational learning environment, improved self-directed learning skills, and enhanced innovative capabilities among postgraduate students. Employing a causal model facilitated targeting critical factors influencing innovation, providing a practical strategy to strengthen creative and innovative competencies in higher education.