Cognitive and metacognitive strategies, and academic buoyancy : Effects and analysis

Farzaneh Khojasteh; Hajar Tarverdi; Jalal Younesi

doi:10.53730/ijhs.v6nS3.6660

Authors

Farzaneh Khojasteh PhD student in Educational Psychology, Central Tehran Azad University
Hajar Tarverdi
hajat.tarverdi@yahoo.com
Supervisor, Professor and Faculty of Psychology, Azad University of Central Tehran
Jalal Younesi Advisor, Professor and Faculty of Psychology, Shahid Beheshti University of Tehran

Keywords:

academic buoyancy, cognitive learning strategies, metacognitive learning strategies

Abstract

The present study was devised and implemented to examine the comparison of the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the Academic Buoyancy of students in Tehran in the academic year 2020-2021. The present study was a quasi-experiment with a pre-test/post-test design using therein control and intervention groups and follow-up examinations. Research subjects were selected using random sampling. As such, one of the universities was first randomly selected, from which three classrooms were randomly selected. From the selected classrooms, 30 students were randomly selected based on the pre-determined inclusion and exclusion criteria and hence assigned to Groups of Intervention 1, Intervention 2, and Control. First, the pre-test measurements were performed for all three groups, ‌ then one intervention group received instructions on cognitive learning strategies, and the other intervention group was taught metacognitive learning strategies. After the completion of interventions, post-test measurements were taken from all three groups. The inventory used in the research was the academic buoyancy scale of Martin and Marsh (2008). Split-plot ANOVA design was used to analyze the data.

Downloads

Download data is not yet available.

References

Zahed, A., Rajabi, S., Omidi, M. (2012). Comparison of social, emotional, academic and self-regulated learning adaptation of students with and without learning disabilities. Journal of Learning Disabilities, 1 (3), 85-104.

Seif, A. A. (2016). Learning and teaching methods. Tehran: Doran Publishing.

Seif, A. A. (2012). Educational Psychology, Tehran: Doran Publishing.

Mustafa Sarbaz, Z., Abolghasemi, A., Rostam Oghli, S. (2014). Comparison of self-regulation strategies, creativity and goal orientation in students with and without math disorder. Journal of Learning Disabilities. 3 (3), 68-78.

Shirazi, U. B. (2010). Investigating the factors affecting learning self-regulation and resilience in students of the Faculty of Psychology and Educational Sciences of Allameh Tabatabai University. Master Thesis, Allameh Tabatabai University.

Mahdian Amrayi, A. (2012). Investigating the relationship between descriptive evaluation and self-regulated learning and academic achievement motivation between fifth and fifth grade elementary school students in Koohdasht in the academic year 2011-2012. Master Thesis, Allameh Tabatabai University.

Lavasani, A., and colleagues. (2011). Evaluation of the effectiveness of teaching self-regulated learning strategies on the academic motivation of Kermanshah high school students in the academic year 2011-2012. Master Thesis, Allameh Tabatabai University.

Seif, A. A. (2008). Modern Educational Psychology: The Psychology of Learning and Teaching (Sixth Edition). Tehran: Doran Publishing.

Seif, A. A. (2006). Educational Psychology (Psychology of Learning and Teaching). Tehran: Agah Publications.

Seligman, Martin E. Pi (2006). Learned optimism: How can you change your mindset and life ?, translated by Forouzandeh Davarpanah, and Mitra Mohammadi (2012). First Edition, Tehran: Roshd.

Soleiman Nejad, A., Hosseini Nasab, S. D. (2012). The interactive effect of teaching students' self-regulation strategies and cognitive styles on the performance of mathematical problem solving. Journal of Teaching and Learning Studies, (2) 4, pp. 115-82.

Lent, R. W., Brown, S. D., and Gorge, P. A. (1997). Discriminate and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44.pp: 307-315.

Magnussen, L., Inshida, D., and Itono, J. (2000). The use of inquiry based learning. J. of nursing Education, 39, 8, pp. 360-364.

Martin, A. J., and Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School psychology. 46 (1). pp: 53-83.

Schung, D.H. (2005). Commentary on self-regulation in school contexts. Learning and instruction, 65, 173-177.

Schunk, E., and Zimmerman, H. (1989). Risk factors and prodromal eating pathology. The journal of child psychology and psychiatry, 51, 518, 525.

Bianca, C., Rowden, Q. (2013). The Effects of self-regulated learning strategy instruction and structured-diary use on student's self-regulated learning conduct and academic success in online community-college general education courses. The University of San Francisco, USF scholarship repository.

Zimmerman, B.J. (2015). Self-regulated learning: Theories, Measures, and outcomes. City university of New York Graduate center, NY, USA.

Martin, A. J., and Marsh. H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual of causes. Correlates and cognate constructs. Oxford review of Education, 35. pp: 353-370.

Alexiou, A., Paraskeva, F. (2013). Exploiting motivation and self-efficacy through the implementation of a self-regulated oriented. Portfolio, New York, NY, USA.