جستجوی مقالات مرتبط با کلیدواژه « learning strategies » در نشریات گروه « علوم تربیتی »

This research was conducted with the aim of evaluating the effectiveness of academic motivation training with an Islamic approach on motivational beliefs and learning strategies among sixth grade male students. Sixty students from  grade six of one of the elementary schools were selected through convenient sampling, and after random assignment of the samples, they were replaced in two groups of 30 people. All the subjects in the groups responded to a self-regulated learning strategies questionnaire (Pintrich & de Groot, 1990) before and after the intervention for the experimental group while the control group did not receive any intervention. Data analysis using multivariate analysis of covariance test showed that there is a significant difference between the control group and experimental group on the pretest and post-test learning strategies and motivational beliefs with pre-test control at the 0.05 level. However, the results of data analysis related to the effect of academic motivation training with an Islamic approach on learning strategies, showed no significant difference between the experimental and control groups in the post-test with the pre-test control. But in relation to the effect of educational motivation training with Islamic approach on motivational beliefs, it shows that there is a significant difference between the experimental and control groups in the post-test of motivational beliefs with the pre-test control. Therefore, the hypothesis of the effect of academic motivation training with an Islamic approach on motivational beliefs was confirmed as the training caused the anxiety of the experimental group students to decrease significantly compared to the control group, which ultimately increased motivational beliefs such as "self-efficacy, goal orientation, internal valuation and test anxiety" .

The aim of this research was to compare procrastination, learning strategies, and academic emotions between normal and learning-disabled students. The statistical population included normal and learning-disabled students of Qom city in the academic year 2019-1400, who had incorrect writing problems (learning disabilities in spelling). The statistical sample included 60 people (30 normal students and 30 students with learning disabilities). The method of the research was a causal-comparative approach. The tools used were the Takman's academic procrastination questionnaire (1991), Bofard's self-regulation questionnaire (1995), and the Pekruns' academic emotions questionnaire (2005). Data analysis was conducted using multivariate variance analysis test, and two independent samples t-test, using SPSS version 25 software. The results showed that the average academic procrastination of students with learning disabilities was higher than that of normal students. The mean of cognitive strategies, metacognitive strategies, pleasure, and pride of students with learning disabilities was lower than that of normal students. The average anxiety, shame, anger, frustration, and fatigue of students with learning disabilities was higher than that of normal students.

The aim of this study was to investigate the effect of teaching cognitive-metacognitive strategies on working memory and response inhibition of students with special learning disabilities such as reading.

which was done by quasi-experimental method and pre-test-post-test design with control group. The statistical population included all primary school students in Miandoab in the academic year of 2018-2019. Thirty students with special learning disabilities in reading were selected as a sample by multi-stage random sampling and randomly assigned to experimental and control groups of 15 people. To collect the data, Wechsler 4, Stroop, N-Beck's Working Memory, Checklist, and Cognitive-Metacognitive Strategy Training Program were used. The experimental group received a training program on cognitive-metacognitive strategies in 18 sessions of 45 minutes.

The results of multivariate analysis of covariance revealed that the difference was significant at the level of p <0.001 and training of cognitive-metacognitive strategies improved working memory scores and response inhibition in the experimental group. As a result, teaching cognitive-metacognitive strategies can be used to educate students with learning disabilities.Keywords: Learning Strategies, Working Memory, Response Inhibition

The world of the future will coincide with dramatic and unprecedented developments in the fields of science, technology and information transmission. Living in such a world creates a large gap between the emerging generation of learners called the "Generation Alpha" and previous generations, making conventional learning methods inefficient. Therefore, the purpose of this study was to identify the characteristics of the emerging generation of learners and design appropriate teaching and learning strategies in elementary education. This research is based on the qualitative meta- analysis method using conventional content analysis by Atlas.ti8 software. In the results section, in the first step, the characteristics of the generation alpha were identified and explained through nine categories. In the second step, concepts and propositions related to teaching and learning were inferred in the form of seven categories. These categories were then used to develop appropriate teaching and learning strategies for the generation alpha. The findings showed that the alphas tend to take the lead in their learning, blur the boundaries between formal and informal learning, and replace traditional one-way methods with interactive ones.

One of the important criteria for assessing the level of success or failure of educational system is the students’ academic achievement; increasing the academic achievement and reducing the level of their academic failure are among the most important goals of this system. The aim of current research was to investigate the relationship between basic psychological needs (autonomy, competence and relatedness), learning strategies (deep and surface) and students' academic achievement in a form of casual model. 285 high school students in Salmas city were selected using stratified sampling method and answered to learning strategies and basic psychological needs questionnaires. Path analysis was use for data analysis. The findings revealed that tested model had sufficient fit and predicted 23% of changes of academic achievement, 14% deep learning strategies and 13% of variance of surface learning strategies. Deep learning strategies had positive and significant effect on academic achievement. But the effect of surface learning strategies on academic achievement was negative and significant. Need for autonomy and competence had positive and significant effect on Deep learning strategies. But the effect of need for relatedness on this variable wasn't significant. Also, the effect of need for relatedness on surface learning strategies was positive and significant. Research findings showed that both motivational (e.g. basic psychological needs) and cognitive variables (e.g. learning strategies) have important roles in prediction of students' academic achievement.

The present article has been compiled with the aim of presenting a model of organizational teaching and learning strategies and entrepreneurial innovation in the era of the fourth industrial revolution in food industry companies located in the industrial towns of Ahvaz. Using a mixed research method this study has been performed.In the quantitative part using the standard questionnaire of 43 questions of organizational training and learning strategies (training) Watkins et al. (1996) and the standard questionnaire of 23 questions of entrepreneurial innovation of Gundai et al. (2011) and in the qualitative part with the data method of the pattern foundation A teaching and learning paradigm was extracted in food companies. Interviews were asked about the most important causal and influential factors, the most important intervention conditions, the most important economic, social, cultural and technological contexts and infrastructures of managers' approach, improvement strategies and the consequences of strategies.The validity of the interview questions was determined based on the face validity and content and the approval of 10 industrial experts as well as supervisors and consultants. In order to validate the interview data, in the present study, the method of angulation (consensus / triangulation), ie interview, analysis of documents and researcher observations and evaluation of 10 acceptance indicators were used. The results showed that the average of organizational teaching and learning (education) was 3.82 out of 5 and entrepreneurial innovation was 3.53 out of 5. Also, causal factors, contextual conditions, interventionist conditions, teaching and learning strategies and the consequences of organizational teaching and learning strategies (education) in the food industry were identified.

This study was done in order to investigate the effectiveness of learning strategies training on mathematical self-concept in blind girl students. The method of this study was Quasi-Experimental with pre-test & post-test design and control group. The study population consisted of blind girl students who were educating in 10th grade of Narjes School of Tehran and Setayesh School of Mashhad in the year of 2017. The sample group of this research included 30 blind girl students who were selected by of available sampling method. In this study, learning strategies training was done in 12 45-minutes sessions three times a week and Marsh’s Math Self-Concept Questionnaire was answered by students as pre-test and post-test. To analyze the data, analysis of covariance method (ANCOVA) was used. The results show that there was a significant difference between experiment and control group after the intervention in math self-concept and also the result show that 64% of math self-concept increase was caused by this learning program. According to these findings, we can say that learning strategies training increases math self-concept. Since these strategies can be trained, we suggest that teachers teach them to their students.

The aim of this study was investigation the teaching and learning strategies has been extracted from nano-science and nano-technology educational contents to find out the relationship between the type of strategy with content and educational period, and also making comparison between samples due to teaching and learning strategies. The study was conducted by using mixed method research (an exploration design). The population of this study was all pioneer countries in the field of nano-science and nano-technology in their K-12 programs. Samples (United States of America and Australia) were selected through nonprobability-purposive sampling method according some defined criteria. It was found that the extracted teaching and learning strategies (of the two studied samples) had shown high diversity, so that, the nineteen and twenty one strategies were recognized from the analyzed educational contents of USA and Australia, respectively. It was found the extracted strategies were highly affected from the subject and the educational period as well as the educational possibilities, priorities and policies.

The purpose of this study was to anticipate the style of problem solving based on academic self-efficacy with mediation strategies for learning. Descriptive method of correlation type. The statistical population consists of all students study the Islamic Azad University of Shiraz to 16436 number people a year is 92-91. In this study, a random sampling method was used for the floor. The sample size included 377 students, which is based on random sampling and Morgan were selected. To collect data used from three styles of problem-solving inventory (psi), learning strategies (M.S.Q. L) and academic self-efficacy of college students (CASES). For the analysis of data used from statistical methods, regression analysis, correlation coefficient, Baron and Kenny and path analysis and AMOS5 & SPSS software. The results showed that: 1. the academic self-efficacy between students and problem-solving styles, there is a significant and positive relationship. 2. academic self-efficacy, learning strategies between the students and there is a significant and positive relationship. 3. academic self-efficacy, learning strategies with the control problem-solving styles have predicted cognitive strategies and of the power Predictor is more. 4. role model provided a learning strategies, in the relationship between self-efficacy and problem-solving styles gives approved.

The present research was aimed to determine the role of self-efficacy and cognitive and meta-cognitive strategies of learning in achievement motivation and academic performance of female students in the 6th grade. The current research is a correlational design. The population included all the female students of the 6th grade at 5th district of Iran, among which 106 students were selected through multistage cluster sampling. For measuring self-efficacy, learning strategies, achievement motivation and academic performance, the following instruments were used respectively: general self-efficacy scale of Sherer et al. (1982), learning strategies questionnaire (Karami, 2002), Herman's achievement motivation scale (1970), and academic performance questionnaire of Dortaj (2004). The results of multiple regression test indicated that, respectively, self-efficacy, cognitive and meta-cognitive strategies of learning could significantly predict achievement motivation and also academic performance in girls. Finding of the research has useful implications for policy-makers of the education field.

The purpose of this research was to Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan. This descriptive research was causal-correlation. 370 students were selected by stratified random sampling (168 boys and 202 girls). The research instruments were self- directed learning, learning styles, and learning strategies questionnaires. By Spss 18, correlation matrix was used to analyze data, and AMOS was used to determine the goodness-of fit of causal model. The results showed that there is a relationship between learning styles, learning strategies and educational achievement. The designed model in the research was goodness-of fit based on structural equation models. The indicators were obtained: CFI= 0.937, PCFI =0.711, and RMSEA=0.067. They showed that the model had goodness-of fit. The findings of the structural equation model in research showed self-directed learning and learning styles affected directly and indirectly on the educational achievement but learning strategy effected directly on educational achievement. Learning strategies have the most influence on the educational achievement.

The aim of this study was to investigate relationship between between learning strategies and Self- efficacy with time and study environment management in high school students.The research Method was descriptive correlational.The population was 2,950 high school students in Amol. According to the Cochrane formula 333 high school students were selected by multistep random sampling method. The research instruments were the part of pintrich and et al questionnaire Self- efficacy, learning strategies and time and study environment management. Data were analyzed by using Pearson correlation and multiple regression by using simultaneous SPSS21. There is relationship between learning strategies and Self- efficacy with time and study environment management. Regression analysis showed that organization, Self- efficacy, self- regulation and elaboration predict students' time and study environment management (Beta= -0/178, 0/224, 0/39, 0/17 & p<0/01) . but share of other variables were not significant in predicting time and study environment management.

This study aimed to study the intermediation role of satisfaction and flow experience in relationship with locus of control, learning strategies on learner retention in online learning courses. The present study In terms of purpose, Applied- Quantitative and In terms of data collection, descriptive and Correlation type and In particular based on path analysis. The population of this study include of the all of the students who passed an online distance education course in postgraduate center of Payamenoor university. In total, 275 students were selected as sample size in the proportionate stratified random method. The tools used in this study were. Locus of control (Levy, 2007), flow experience (Shin, 2006), satisfaction (Bures, Abrami, and Amundsen, 2000 and Shin, 2003), online student retention (shin, 2003) and learning strategies (Somuncuoglu and Yildirim,199). The results showed that the, internal academic locus of control has a signification effect on satisfaction, flow experience and student retention. On the other hand, flow experience had the most impact on student retention and also was effective on student satisfaction. Satisfaction was effective on retention. Learning strategies had a positive impact on, flow experience, too. All of the direct and indirect effects and total impacts was statistically significant.

The present research aims to investigate the effectiveness of self-regulation training on student's academic achievement. In order to conduct the research, 50 students of Tabriz technical high schools were selected through screening based on academic achievement, and were randomly assigned to two groups: the experimental and the control groups. The Motivational Strategies for Learning Questionnaire (MSLQ) was used out for both groups at the pretest and post-test stages. The data were analyzed by ANCOVA. The results showed that there was their significant differences between experimental and control groups in academic achievement (P

The present research aims to investigate the effectiveness of self-regulation training on academic achievement. In order to conduct the research, 50 students of technical high school of Tabriz were selected through screening based on academic achievement, and were randomly assigned into two groups: the experimental and the control groups. The Motivational Strategies for Learning Questionnaire (MSLQ) was employed in both groups as the pretest and post-test. The data were analyzed by ANCOVA. The results showed that their there was significant differences between the experimental and control groups in academic achievement (P

Because of the importance of learning، People have always been trying to find the factors affecting learning. The purpose of this study was to examine the impact of teaching the strategies of learning and reading on the level of learning and retention of Physics course among the first grade students in high school. 44 students، by applying a quasi-experimental design and cluster random sampling were divided into the experimental and the control groups. The statistical population included all the girl students in first grade of high school in Gomishan city. Initially both groups answered the questions of a teacher-made achievement test (pre-test). there was no significant difference between two groups. Then، the experimental group received 10 educational sessions about the learning and reading strategies. At the end of the teaching period، a post- test was performed for two groups. After three weeks، both groups answered the retention test questions. Data، then، were analyzed using analysis of covariance (ANCOVA) and t-test was analyzed، too. The results indicated that teaching learning and reading strategies can enhance the learning and retention of physics in the experimental group.

This study utilizes a meta-analysis for combining the numerical results of studies on the relation between learning strategies and math problem solving performance. The population of this meta-analysis was the available published researches relating to learning strategies and math problem solving performance in Iran from 1369 up to 1389. Based on the defined inclusion and exclusion criteria as well as sensitivity analysis, 59 effect sizes on 25 primary researches were investigated. After checking the inclusion and exclusion criteria, the findings of selected primary studies were analyzed using the CMA2 and SPSS18.The results showed that the learning strategies have had significant effect on problem solving math performance and according to Cohen's criteria the combined effect size of learning strategies and math problem solving performance was moderate to high (ES =0/44). Based on the heterogeneity analysis, gender and research methods were used as moderators’ variables. The results of t-test showed that the combined effect size of the learning strategies and mathematics problem-solving performance differences between male and female learners were not insignificant, but the combined effect sizes significantly were different between experimental and correlation research. In summary, it can be concluded that teaching the learning strategies and encouraging learners to use them can have a significant impact on their math problem solving performance.

This research was carried out with the purpose of investigating the relationship between thinking styles and learning strategies with student’s academic performance of Azad University. Research method was descriptive-correlation and three questionnaires (Sternberg-Wagner Thinking Styles, Learning Strategies ASSIST & Dortaj Academic Performance) were completed by 350 students (220 males and 130 females) that were selected with stratified sampling method. Data was analyzed by using Pearson correlation, multiple regression logs model (ENTER) and t-test. The obtained results showed that there was positive and significant correlation between thinking styles and deep & strategic learning strategies with academic performance. However, there was no significant relationship between learning strategy and academic performance. In predicting student’s performance, three level of thinking styles and one level of learning styles were involved. Both genders showed a significant difference in legal, conservative, hierarchical, anarchy & internal thinking styles.

This research aimed at studying the relationship between cognitive and meta cognitive learning strategies and academic achievement. 393 first grade high school students in Azna city were selected using stratified sampling and answered to the learning strategies questionnaire. Final scores of student in 10 lessons were select as indicators of academic achievement. Canonical correlation analysis revealed that cognitive and Meta cognitive learning strategies have significant relationship with students'' achievement. Canonical analysis of data discovered one significant set of relationship between learning strategies and achievement. In this set elaboration، control and supervision، planning and regulation had significant relationship with achievement in all of lessons. In general، based on the results، when one student uses the higher levels of elaboration and control strategies and lower level of planning and regulation، then his academic achievement in all of lessons will be high.