<![CDATA[This study tests the effectiveness of a structured self-management guidance program in strengthening primary school students’ learner autonomy. The design was a quasi-experimental pretest–posttest design with a nonequivalent control group, modeled for 64 fifth-grade students, with 32 students in each of the experimental and control groups. The program lasted eight weeks and integrated goal setting, time management, self-monitoring, distraction control, help seeking, reflection, teacher feedback, and family support. The simulated instrument consisted of 30 Likert items and showed strong internal consistency (Cronbach’s alpha = 0.887 at pretest and 0.888 at posttest). The experimental group’s scores increased from M = 49.92 to M = 59.77, while the control group’s scores changed from M = 47.19 to M = 50.47. The difference in gains was significant, t(62) = 6.19, p < 0.001, with a large effect size (d = 1.55). ANCOVA controlling for baseline scores also showed a significant program effect. These results provide an example of a detailed analytical framework for testing self-management guidance programs in primary schools. Because the dataset is simulated, all statistical findings must be replaced with actual field data before publication.]]>
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