جستجوی مقالات مرتبط با کلیدواژه "راهبردهای فراشناخت" در نشریات گروه "علوم تربیتی"

The present study was conducted with the aim of investigating the mediating role of academic procrastination in the relationship between metacognitive strategies and test anxiety. The method was descriptive-correlational. The statistical population of the research consisted of 1142 secondary school female students in Chaboksar, out of which 209 were selected via random cluster sampling to form the sample size. T collect the data, Friedman’s (1997) test anxiety questionnaire with a reliability coefficient of 0.84, academic procrastination (2011) with reliability coefficient of 0.81 and Wells and Hutton's metacognitive strategies (1994) with reliability coefficient of 0.86 were used. The validity of the instruments was verified by academic experts and their reliability was also tested through estimating Cronbach’s alpha. In order to analyze the data, structural equation modeling was used with the statistical software Smart PLS and SPSS 22. Quantitative findings showed that metacognitive strategies have reverse effect on students' academic procrastination. Students' academic procrastination has a direct effect on their test anxiety. Metacognitive strategies have a direct effect on students' test anxiety. Metacognitive strategies have an indirect effect on students' exam anxiety with the mediating role of academic procrastination. The results of the research also showed that the components of cognitive self-awareness, positive beliefs, cognitive dissonance, mastery, and inhibition of thoughts respectively have the greatest effect on academic procrastination and anxiety

The aim of this study was to investigate the effect of metacognitive strategies on self-directed learning and academic achievement in math and Persian literature first level high school students in the city of Shush.the population of puasi-experimental study included 2973 high school students in the city of Susa in the academic year of 1394-95.the participants of study were 60 of 7th grade students were selected by available sampling and then randomly were divided into experimental (n=30) and control (n=30) groups, respectively. In treatment period for experimental group, metacognitive strategies were taught in 10 sessions and each session was 60 minutes. Data were collected by SDL questionnaire (by Fisher, 2001)The reliability of the cronbach's alpha for the entire test ./91 was calculated, math and Persian literature pre-test's scores in first semester curriculum, math and Persian literature post-test's scores in second semester curriculum. The results were analyzed by descriptive statistics and analysis of covariance (ANCOVA). The results showed that significant difference was in self-directed learning and academic achievement in math and Persian literature between control and experimental group's then, metacognitive strategies have significant impact on self-directed learning and academic achievement in math and Persian literature. The effect of metacognitive strategies on variables rated respectively, self-directed learning (0.73), the academic achievement in math (0.57), Academic achievement Persian literature (0.42). The results of analysis of covariance to assess more effectiveness metacognitive strategies on academic achievement in math Compared with academic achievement in Persian literature revealed that this effect is not statistically significant.

In the current research, the effect of teaching meta cognitive strategies (SQP4R) and self-assessment among fifth grade students mental retarded was studied. For this purpose, 30 performing the comprehension Pre-test on both groups (Test and Control), the test group was taught (SQP4R) method and self-assessment in sixteen 45 minute sessions. After teaching the students for 16 sessions, the students in both groups were given a past-test for comprehension. The analysis of Co-variance indicated that utilization of meta cognitive strategy (SQP4R) including the selfassessment of the student's reading comprehension was effective. The results based on the theory of the research indicated that the students performed better using meta cognitive strategy (SQP4R) and self assessment. Teaching these strategies, increased the student's reading comprehension and maintaining data.