نشریه راهبردهای شناختی در یادگیری
پیاپی 2 (تابستان و پاییز 1393)

Academic achievement is affected by several variables. Some of the most important variables are personality traits, learning styles and learning strategies. This research aimed to investigate the relationship between personality traits, learning styles and learning strategies with academic achievement in physics. This is a descriptive analytical study of correlation type. The statistical population of this research was all nine grade students in Pishva city. For this research, 200 students were selected using stratified random sampling method. All participants completed personality trait questionnaire, group embedded figure test and motivational strategies for learning questionnaire. The findings indicate that there are significantly positive relationship between openness, conscientiousness, field independent, organization and metacognitive self-regulation with academic achievement and significantly negative relationship between neuroticism with academic achievement. Conscientiousness, independent field and metacognitive self-regulation predict 53 percent of variance of academic achievement. The share of conscientiousness in prediction academic achievement was more than other variables. The research result demonstrated that using conscientiousness, independent field and metacognitive self-regulation make increase academic achievement in physics lesson.

This study aimed to investigate the role of thinking style functions in the self-directed learning readiness and critical thinking disposition. This research method was based on causal-comparative method. Statistical population of this study included all undergraduate students (n=550) of nursing and midwifery in Mashhad University of Medical Sciences (MUMS). The sample size estimated to be 214 using proportional stratified sampling method. Data gathering tools were self-directed learning readiness questionnaire, Critical Thinking Disposition questionnaire and functions of thinking style questionnaire. Data has been analyzed using descriptive statistics (mean, and standard deviation) and inferential statistics (Pearson correlation, MANOVA and x2). results of Chi-Square Test showed that there wrer significant differences between preferred functions of thinking style of all students, while preferredfunctions of thinking style of students in terms of gender were not significantly different. Also the ANOVA test reveals tha gender and functions of thinking style preferredon the not impact of self-directed learning and Critical Thinking Disposition. Considering that the a significant percentage of students are the preferredof legislator thinking style and also due to the lack of gender differences in thinking styles and no relationship with the self-directed style and tendency to adapt methods of teaching critical thinking in student's learning characteristics may suggest.

Scientific inquiry teaching method can solve the problems of traditional teaching method and make the students to explore, think and solve the problem. Ttherefore, this study aimed to examine the effect of scientific inquiry on development of students metacognition knowledge in sciences curriculum in the fourth grad in elementary schools.

Research method in this study was quasi-experiment with pretest–posttest based on two control and experiment groups. Statistical population included elementary fourth grade students in Mashhad, that 44 of them were selected by cluster sampling method. Research tool for collecting data was meta cognition knowledge Questionnaire with Chronbach's Alpha for pretest %69 and for posttest %79.

Collected data have been analyzed by using descriptive statistical and one-way and multivariate covariance. Findings showed that there were not differences between average of pretest in two control and experiment groups. But in posttest, the average of experiment group was more than that of control group and by controlling the pretest, no significant difference was observed between metacognitive knowledge among two experiment and control groups (p<0/001).

The results showed that the scientific inquiry method had effected in general on increasing students metacognition knowledge and also had increased its component including: person knowledge, task knowledge and strategy knowledge (p<0/001).

In this study, the author report on the development of the Tendency to learning Test. The author describes the development of the scale and present data on reliability and structural validity of Tendency to Learning Test (TLT) scores in samples of Iranian Bank Maskan workers. After confirming the content validity by using some Educational Psychologists point of views, the final TLT questionnaire was given to the 1176 responders from different parts of Bank Maskan employees throughout the country. The factor analysis findings for examining the construct validity show that the TLT measures four factors named: Pleasure, Value, Beliefs toward learning, and Attitudes toward learning. The TLT reliability was 0.918 by using Cronbach alpha coefficient and the estimated alpha for the four identified factors in order was: 0.84, 0.73, 0.78, and 0.76. Moreover, the test mean and standard deviation were 94.05 and 18.8. Generally, the results show that TLT is a valid and reliable test for measuring the range of tendency the people have about learning new sciences and knowledge, especially in working situations.

This study aimed to explore the relationship among achievement goal orientation, perceived classroom goal structures, and learning strategies by using mathematical achievement. The population of this study included 1,500 junior secondary school students in Sanandaj and Kamyaran. 160 students (80 girls and 80 boys) were selected using random cluster sampling method. All of them completed achievement goal orientation, perceived classroom goal structure and learning strategies questionnaire. Data has been analyzed through multiple regression method. The findings showed a positive relationship between mastery approach goal orientation and metacognitive strategies with mathematical achievement and a negative relationship between performance avoidance goal orientation and mastery avoidance goal orientation with mathematical achievement. The role of mastery avoidance goal orientation in mathematical progress in comparison to the other variables was noticeable. Achievement goal orientation has a more effective role in comparison with perceived classroom goal structures and learning strategies in mathematical achievement. Theoretical implication was discussed in detail.

The main purpose of this research was to determine the effectiveness of instructing cognitive and metacognitive strategies on female student’s academic achievement in experimental science lesson of the5th grade of primary school in Sanandaj city. The quasi-experimental has been used as research method. The statistical population included all the female students of the 5th grade of primary school of Sanandaj City. The statistical sampling of this research is 114 students who had been selected by multi-stage cluster sampling method through the statistical population. A teacher-made test has been used in order to gather the data. The collected data were analyzed by using descriptive statistical methods and Manova and Ancova tests.. The finding showed that there was a significant positive correlation between used cognitive learning strategies and the students’ averages (p≤0.001). There was a significant positive correlation between used metacognitive learning strategies and the students’ averages scores (p≤0.001). Also there was a significant difference between metacognitive strategies and cognitive students’ average scores of using cognitive and meta-cognitive strategies (p≤0.04). The use of both cognitive and metacognitive learning strategies is effective in academic achievement. The research finding showed that the difference between control and experimental group in academic achievement is significant, Thus, we can conclude that the teaching of cognitive and metacognitive strategies was effective on the academic achievement of students in experimental science lesson.

There are multiple and sometimes conflicting research studies on the relationships between learning strategies and academic achievement that highlight a need for mixed research study in this area. This meta-analysis was implemented to determine the accumulative effect size of the relationship between learning strategies and academic achievement measures. The population of this meta-analysis was available published research studies relating on learning strategies and academic achievement in Iran educational context,published from 1990 to 2010. Based on the defined inclusion and exclusion criteria as well as sensitivity analysis almost 105 effect size on 270 primary research were investigated. Random-effects model was appropriate because the heterogeneity analysis results and the accumulative effect size of relationship between learning strategies and academic achievement were large with Cohen's criteria (0.63). The results showed that the effect size of cognitive - metacognitive strategies is greater than the individual effect size. Furthermore, it was found that the differential studies had greater effect sizes than corelational studies.In addition, the effect size between variables among girls was twice than this among males. Also, results showed that the maximum effect sizehas been observed in problem solving dependent variables, reading comprehension and science rather than total educational achievement score or an unknown dependent variable. Generally, it can be stated that learning strategies of different types (cognitive or metacognitive), in all studies (experimental or correlational), in all learners (male and female) have the significant impact on learners’ learning of different subjects (science, problem solving, reading comprehension, and so on and so forth).