Afsar KhaliliSadrabad - Ph.D. Candidate of Educational Psychology of Imam Reza, Mashhad, Iran
Soghra EbrahimiGhavam - Faculty Member of Allameh Tabataba'i University, Tehran, Iran
hamideh Radmanesh - M.A. Of,Educational Psychology of Yazd University, Yazd, Iran.

Introduction:Brain-based learningis a new approach to learning and learner-centered process that uses the whole brain.The perspective of this research is determining the effectiveness of brain-based learning on self-regulated learning of students.Method:This study was executed as a trial method and by design of pretest-posttest. The statistical population of the study was the first year students in public high schools in city of Yazd. The sample size consisted of 40 students who were selected randomly among the multiple regions and were placed in two groups of control and experiment (each group, 20 case). The brain-based learning was given to teachers of experiment group for 45 minute in 3 sessions and their parents for 60 minute in 2 sessions. The environment changed based on effective factors on brain. For 45 minutes in 2 sessions the required trainings were trained to students in order to brain-based learning. Then the teachers of experiment group trained their lessons based on the principles of brain-based learning in three month. The self-regulated learning scale of Bouffardwas used for collecting the data.Results: The research data were analyzed by covariance analysis test and t test. The results of covariance analysis test showed that the brain-based learning has effect on self-regulated learning and this impact lasts for 3 month.Conclusion:According to the research, Brain-based Learning can be used as a intervention to increasing self-regulation student learning.

learning, brain based learning, self-regulated learning