جستجوی مقالات مرتبط با کلیدواژه "يادگيري خودتنظيم" در نشریات گروه "روانشناسی"

The purpose of this research was to study the effect of critical thinking and creative thinking on learning self-regulation with the mediation of emotional intelligence.

The present research method was applied in terms of objective, quantitative in nature, and descriptive in terms of correlation type (structural equation model). The statistical population of the research was all the students of the second year of elementary school in the 2nd district of Ardabil in the academic year of 2022-2023, whose number was about 13500, and 374 of them were selected as a statistical sample using stratified random sampling. The data collection tools were the Rajaee's Critical Thinking Questionnaire, the Welch and McDowall's Creative Thinking Questionnaire, the Schutte et al.'s Emotional Intelligence Questionnaire, and the Bouffard et al.'s Self-Regulated Learning Questionnaire.

The findings indicated that all the absolute, comparative and parsimonious indicators of the model are favorable and critical thinking and creative thinking can have an effect on self-regulation learning both directly and indirectly by considering the mediating role of emotional intelligence (p<0.05).

Finally, it is suggested to draw the attention of families and schools to strengthening critical thinking and creative thinking. Also, with the development of emotional intelligence in students under the format of codified and continuous programs, he took a step towards increasing their self-regulation learning.

The aim of this study was to investigate the effect of epistemic emotions on Monitoring Accuracy, Regulation Accuracy and Performance in students. The research method was experimental with pretest-posttest design with control group and the statistical population included all male students of sixth grade in Tehran. For this purpose, 37 male students of the sixth grade were assigned to experimental group and control group, randomly. In the pre-test, participants, after studying the exam text, predicted their score on the exam and determined the paragraphs that need to be restudy. Then, an exam was taken from the content of the studied text to determine monitoring accuracy, regulation accuracy and performance of participants. In the post-test, the procedure was the same, except that the experimental group received emotional cues and were stimulated to reflect on their epistemic emotions, after studying the text. For this perpose, Pekrun et al.'s EES scales (2016) was used. The results showed that the experimental group had significantly higher scores in Monitoring Accuracy, Regulation Accuracy and Performance in the post-test than the control group. In the educational process, it seems that paying attention to epistemic emotions, by providing internal feedback, makes realistic students' evaluation of their learning and improves Monitoring Accuracy, Regulation Accuracy and Performance in them.

The aim of this study was to investigate the relationship between achievement goal orientation and academic self-efficacy with academic delay of gratification through the mediating role of self-regulation learning. Participants of the present study included 220 students (124 boys and 96 girls) of high school students in Ahvaz city who were selected by multi-stage random sampling. In order to measure the variables of the research, scales was used in the study of Bembenutty and Karabenick academic delay of gratification, Pintrich and de Groot self-regulation learning, Elliot & Murayama achievement goal orientation and Morgan-Jinque's academic self-efficacy and Morgan-Jinks academic self-efficacy. The reliability and validity of the scales used through the Cronbach's alpha coefficient, split-half and confirmatory factor analysis were established. Using the SPSS and AMOS software and the Preacher and Hayes method the proposed model was investigated. The results showed that, first, the direction of the achievement goal orientation and academic self-efficacy were directly and positively predictive of self-regulation learning. Secondly, self-regulation learning is directly and positively predictive of academic delay of gratification. Thirdly, self-regulation learning has a mediating role between the achievement goal orientation and academic self-efficacy with academic delay of gratification. Therefore, attention to effective cognitive and motivational variables from one side, reduces the consequences of failure in the school and, on the other side, provides a suitable environment for increasing learning and improving performance.

The main of this study was to investigated role of goal orientation learning and goal orientation performance on Prediction of self-regulated learning amongst welfare organization client students. organization client students. The sample, was selected 130 welfare organization client students in third grade of high school in Darashahr city in academic year of 2013-2014 by systematic sampling method and answered to goal orientation Bouffard, etal (1995) and Button, etal (1996). The data gathered from the research have been analyzed by SPSS software, Pearson correlation confection and simultaneous multiple regression. Findings shows That 34.1 percent of the variance related to self-regulated learning was presented by the goal orientation learning and 37.9 percent was presented by the goal orientation performance . According to these results, the goal orientation learning and goal orientation performance have a significant effect on predicting self-regulated learning of students. Based on the results would be necessary to strengthening of the goal orientation as a self-regulated learning factor in students belonging to vulnerable groups in society .The cross-cultural and inter-cultural research can help scrutinize the findings.

The present study aims to investigate the relationship of metacognitive skills in learning and academic goal orientation with self–regulated learning in female high school students of second grade in Ardakan city. This study was a correlational study that carried out in 210 female students who were selected by randomly cluster sampling between female high school students of second grade in Ardakan city who were studying in 2014-2015 academic years. The data was collected using Altinay and Snemoglou’s metacognitive skills questionnaire, goal orientation questionnaire and self-regulated learning strategies questionnaire designed by pintrich and Di Groot; and then analyzed using parson correlation and regression analysis. The findings indicates that all three aspects of metacognitive skills and two aspects of goal orientation, performance and mastery goal orientation (avoidant goal orientation was not significant) have positive and significant relationship with self-regulated learning of students. Regression analysis results indicate that between all dimensions of metacognitive skills in learning and academic goal orientation, just metacognitive knowledge and planning and management in learning, mastery and avoidant goal orientation are able to predict self-regulated learning in students. Based on the results of present study can concluded that metacognitive skills in learning and academic goal orientation significantly predict the self-regulated learning in students.