جستجوی مقالات مرتبط با کلیدواژه « metacognition training » در نشریات گروه « علوم انسانی »

This research was conducted with the aim of investigating the use of metacognition on problem solving skills and academic progress of physics students in the first year of Khorram Abad city. With available random sampling, three groups of 8th grade students of Farzangan High School were selected. The first group of the control group, in the second group, the method of teaching with the metacognitive approach and in the third group, the teaching method with the metacognitive approach along with the teaching of metacognitive strategies to the students was done during the academic year. Before starting the training, the metacognition pre-test and the researcher-made physics pre-test were taken from all three groups. After the completion of the training sessions, the metacognitive state and understanding of the physics concepts of the students of all three groups were measured again using the mentioned scales. Data analysis with mixed variance method showed that the improvement of metacognitive skills of the third group was more than the second group and no significant difference was observed in the control group. The effect of improving metacognitive skills was directly related to the academic performance of the three groups.

The aim of this study was to Comparison of the effectiveness of transtheoretical intervention for students with academic burnout with metacognition training on academic motivation in high school student in Isfahan city.In the present study, the research method was quasi-experimental.The statistical population included male students with academic burnout in one of the schools of Isfahan in 1398.The sample of study 45 included students with academic burnout who were selected based on inclusion criteria and available and randomly.Three groups of 15 people, The research tool was the academic burnout questionnaire(Bresso et al. 1997)and imposed motivation (Martin & Jackson. 2008). The first two groups underwent transtheoretical intervention for students with academic burnout and teaching metacognition training and the control group did not receive any intervention.Then, post-test and follow-up groups were performed. Analysis of covariance was used to analyze the data. The results showed that there is a significant difference(p <0.05) between the effectiveness of transtheoretical intervention for students with academic burnout and teaching metacognition training on students with academic motivation.