JOURNAL OF COGNITIVE STRATEGIES IN LEARNING
Year:2019 | Volume:7 | Issue:12 |Papers Count:12

Objective: The purpose of this study was to investigate the effectiveness of self-regulation learning strategies training on the academic achievement motivation of students with learning disabilities in Birjand. Methods: The experimental design was a pre-test-post-test design with control group. The statistical population included all male students with learning disabilities in the 4th, 5th and 6th grade students of the city of Birjand in 1397-98 of them were randomly selected and divided into two groups. The experimental group received training on self-regulatory learning strategies for 8 sessions per hour. Results: The instrument used in this study was the self-regulation learning strategies scale (MSLQ) developed by Pintrich and Diegrovert and the Hermann's Educational Achievement Motivation Questionnaire. Conclusion: The results showed that self-regulating learning strategies have a positive effect on the academic achievement and self-regulation motivation of students with learning disabilities and can use these strategies to increase self-regulation and motivation of academic achievement for students with learning disabilities.

Objective: Moral disengagement refers to a process that involves justifying one’ s immoral actions by altering one’ s moral perception of those actions. The purpose of this study was to investigate the reliability, validity and determination of the factor structure of moral disengagement scale in Iranian population. Methods: Method of research is descriptive of correlation type. The statistical population of the second high school students was Lorestan province in the year 1398-1397. Sample size of 617 students (324 males and 293 females) who were selected by multi stage cluster sampling and responded to the questionnaire. The data of the present study were collected through a moral disengagement scale (Bandura et al., 1996). Results: Data were analyzed using SPSS21 and LISREL 8. 8 softwares and internal consistency test (Cronbach's alpha), exploratory factor analysis and confirmatory factor analysis. The findings of exploratory factor analysis and confirmatory factor analysis of the present study showed that the data of this research show a good fitting factor. Conclusion: The results indicate that the moral disengagement scale has an appropriate validity and reliability for use in the Iranian population.

Objective: Self-directed learning and academic buoyancy are factors influencing learning and can affect academic achievement students through a variety of ways. The purpose of present study was prediction academic achievement based on academic buoyancy and self-directed learning of female students. Method: The research was correlational. The population of the study included all Junior high school girl students in ardabil city in 2015. 150 students were selected by Stage cluster sampling method and responded to Academic Buoyancy Questionnaire (Dehghani and Hosseinchari, 2014) and Self-directed learning questionnaire (Fisher et al, 2001). Students' academic achievement based on the total GPA (the start of school until the end of the first semester of academic year 2014-2015) were identified. Results: The data were analyzed with Pearson correlation coefficient and simultaneous regression. Regression analysis showed that element of self-management of self-directed learning and academic buoyancy can predict academic achievement (p<0/001) and elements self-monitoring and motivation of self-directed learning are not able to predict students' academic achievement. Conclusion: According to the results, self-directed learning especially element of self-management and academic buoyancy of students are related to academic achievement.

Objective: The purpose of this study was to investigate the causal relationship between academic motivation, academic engagement and self-regulation with academic performance mediated by self-directed learning. To this end, in the proposed model, academic motivation, academic engagement and academic self-regulation as a predictor of academic performance and self-directed learning as a mediating variable have been evaluated. Methodology: The statistical population consisted of all high school students of Bandar Abbas, The study sample were 390 people (195 girls and 195 boys) that selected randomly. In this study, self-regulation learning, self-directed learning, academic engagement and internal motivation questionnaires were used to collect data. The proposed model was evaluated using structural equations modeling. Findings: The results showed that all path coefficients between variables were statistically significant. In this model, the relationship between academic motivation, academic engagement and academic self-regulation with academic performance was positive and significant. Also, the relationship between self-directed learning and academic performance was positive and significant. Indirect relationships were investigated using bootstrap method, which showed that all indirect assumptions were confirmed. Conclusion: The findings of the research generally supported the role of motivational variables in academic performance and considered and emphasized self-directed learning as a mediator variable in the relationship between these variables and academic performance. Accordingly, it is recommended that school counselors and teachers consider the self-directed learning in the instruction process.

Objective: This study aimed to investigate the relationship between self-regulation and self-esteem and academic procrastination among female second grade high school students. Methodology: This was applied descriptive-correlation study. The population consisted of all female high school students in Khoy city (N= 1933). Using Morgan table and cluster random sampling method, 322 students were selected as sample. The Pentrich and DeGroot’ s Self-regulation Questionnaire (1990), Eysenck's Self-esteem Questionnaire (1987), and Solomon and Roth Blum’ s Procrastination questionnaire (1984) were used as research tools. The face validity of these questionnaires was confirmed by professors; the reliability of these questionnaires was determined by Cronbach's alpha coefficient to be 0. 824, 0. 895, and 0. 874, respectively. Findings: The analysis of data using Pearson correlation coefficient showed that there was a negative and significant correlation between academic procrastination and self-regulation (-0. 266) and self-esteem (-0. 408) of female students (P<0. 01). Also, there was a significant and negative correlation between students' academic procrastination and cognitive strategy (r =-0. 321, P < 0. 01) and meta-cognitive strategy (r =-0. 117, P<0. 05). The results of regression analysis showed that the self-regulation (β =-0. 23) and self-esteem (β =-0. 38) predicted significantly the students’ academic procrastination (P <0. 01). Conclusion: The instruction of self-regulation strategies and increasing the self-esteem of female students may reduce their academic procrastination.

Objective: The purpose of this research was studying the Assessment of relations between Abilities of the learning management system to Improvement Motivational Beliefs and Self-regulation learning strategies of Virtual Students in University of Isfahan. Method: The method of the research was descriptive correlative and its analyzing method was structural equations modeling. Statistical population of the research consist in all Virtual Students in University of Isfahan, totaled 311 persons in year 2016-2017. The sample size was selected totaled 170 persons based on Krejcie and Morgan(1970) table. Since 15 questionnaires was not returned, Finally, 155 questionnaires were analyzed. Sampling method was proportional stratified random sampling. To collect information, researcher has used two questionnaire, one Researcher-made questionnaire, Abilities of the learning management system, and the other Self-Regulation Learning Strategies and Motivational Beliefs questionnaire (MSLQ) Pintrich and De Groot (1990). Validity of instruments were confirmed and the reliability of questionnaire were determined through cronbach alpha coefficients that resulted in 0. 97 and 0. 91 respectively. Collected data were analyzed using software SPSS 23 and Lisrel. Result: The results of correlation coefficient test revealed that Abilities of the learning management system has a direct and significant relation to Motivational Beliefs and Self-regulation learning strategies (Cognitive and Metacognitive Strategies) (P≤ 0. 05). conclusion: the results of structural equations showed that the abilities of the learning management system with path coefficients of 0. 79, 0. 58 and 0. 55, respectively explain 62, 34 and 30 percent of the variance of cognitive Strategies, metacognitive and motivational beliefs.

Objective: The present study aimed to compare recognition memory and spatial visualisation based on Peterson mental maze in students with high and low information processing speed. Method: The present study was a causal-comparative approach. The statistical population of the study included male students of Urmia University in the academic year 2015-16 based on the final distribution of Z-scores (Z ± 25/1) in the Stroop questionnaire. 140 students were selected as samples using random cluster sampling and answered to Wechsler's recognition memory and Peterson's mental maze tests. Obtained data were studied by Box, levene and kolmogorow-smirnov's tests and analysed by using multivariate analysis of variance. Results: The findings of multivariate analysis of variance (MANOVA) showed that the recognition memory mean of the high processing speed group was high compared to the low data processing speed group and their Peterson's mental maze errors were low and conversely. the recognition memory mean of the low processing speed group was low and their Peterson's mental maze errors were high. Conclusion: recognition memory and spatial visualization of the sample group affected by processing speed and Students with high data processing speed enjoy a higher capability in this regard.

Objective: The purpose of present research was to investigate the effectiveness of Mindfulness Techniques Training on Academic vitality by Moderating roles of Student Social Achievement Goals. Methods: This is an experimental study with pre-test, post-test and control group. 120 people of the Azarbaijan Shahid Madani University who were interested in participating in the research were selected and based on the scores of Social achievement goals Scale, they were placed in the experimental and control group. The experimental group received training in Mindfulness Techniques in 16 sessions of 60 minutes and within 2 months, while the control group did not receive any training. All subjects of the experimental and control group before and after the training were evaluated by using Academic vitality Questionnaire. Data were analyzed using one-variable covariance analysis method. Results: The findings indicated that mindfulness techniques led to a significant improvement in the experimental group compared with the control group in the Academic vitality with the breakdown of Social achievement goals. Also, the results of post hoc test showed that there is a significant difference between the mean of Academic vitality of the experimental and control group in the sub-group of Social achievement goals. Social achievement goals were able to modify the effect of teaching mindfulness techniques on Academic vitality of the students. Conclusion: According the results, Academic vitality can be increased by employing mindfulness techniques as well as by considering the moderating role of the social achievement goals.

Objective: The purpose of this study was to determine the mediating role of academic eagerness in the relationship between classroom psychosocial atmosphere and academic well-being among a high school’ s first-grade students in Khorramabad, in the academic year 2015-2016. Method: The research method was correlation and the type of structural equation model. The statistical population of the study consisted of all students of the first grade at the high school educating in the academic year of 2015-2016, 8700 students, in Khorramabad city. Among the students, 385 were selected as a research sample by stratified sampling method and based on the Cochran formula. The data collection tools included the questionnaires of the Academic Engagement of Schaufeli et al. (2002), Classroom Psychosocial Environment of Fraser et al. (1995), and Educational Well-being of Tuominen-Soini et al. (2012). For data analysis, Cronbach's alpha, structural equation model, confirmatory factor analyses were used. The data were analyzed using Amos software. The research model was evaluated using structural equation model fitting indexes. Results: The results showed that the psychosocial environment of the classrooms has a positive and significant effect on academic engagement and well-being. Further, the academic eagerness has a positive and meaningful impact on educational well-being, but the academic engagement does not mediate between the classroom psychosocial environment and academic well-being. Therefore, the hypothesis was not confirmed: (P<0/05, GFI>0/9، NFI>0/9, RMSEA<0/08) Conclusion: Therefore, the psychosocial environment of the classroom plays a vital role in predicting academic engagement and well-being, and academic engagement cannot play a mediator role in the classroom psychosocial atmosphere. .

Objective: The aim of this study was determination of the relation between executive functions components, comprising switching, inhibition, updating, phonological loop, central executive, visual-spatial sketch pad and mathematics performance in the students. Method: the research method was correlation. The Statistical society was 4038 girl students of fourth grade of elementary schools in Tehran. 367 students were chosen by multi-stage cluster sampling. In order to examine this relationship Stroop task, Wisconsin task, N-back task, Forward and Backward span tests, Corsi block, and mathematics test were utilized. Results: Correlations tests and statistical regression analysis were employed to analyze obtained data. The correlation results indicate that all of executive functions are correlated with mathematics performance. That is, switching, inhibition, updating have a negative correlation on the mathematics, while phonological loop, central executive, visual-spatial sketch pad have a positive correlation. However, regression analyses suggest that functions contribute differently on mathematics performance. Inhibition was the strongest and visual-spatial sketch pad was the weakest predicting component in the mathematics performance. Updating, switching, phonological loop and central executive are the next important components. Conclusion: The results support the concept that the executive function is an important predictor of children’ s mathematics performance.

objective: Concept mapping is one of the educational strategies that is used in an individual or group way for creating motivation and meaningful learning. so, the purpose of this study is to investigate the effectiveness of teaching based on individual – group concept mapping on the motivation and educational achievement of students. Method: The quasi – experimental method was used, with two experimental group (1. group concept mapping 2. individual concept mapping) and a control group. The statistical population included all the first – year girl students of Hamadan high – school in the year 2013. A sample of 60 subjects were selected using multi – stage cluster method. Then, they were randomly put in two experimental groups (20 subjects using group concept mapping and 20 other using individual concept mapping) and one control group (20 subjects). The first group under went the teaching via group concept mapping method and the second group was taught using individual concept mapping method and finally the control group was educated via traditional method. The data was gathered using McInerney's school motivation questionnaires and educational achievement tests. Results: for analysis the data the test of covariance analysis was used. The results of the covariance analysis showed that teaching via group concept mapping and individual concept mapping method meaningfully and significantly increased the educational motivation and achievement of students (p<0. 001). And also, teaching via group concept mapping method was more effective than teaching via individual concept mapping and traditional method in educational motivation and achievement (p<0. 001). Conclusion: Application of the results of this research for educators is that in order to increase the motivation and academic achievement of students, the role of motivational factors of the conceptual map must be considered.

The aim of this study was to investigate the role of metacognitive beliefs and states on working memory of high school students in Birjand. This research method was descriptive and correlational and is a fundamental research. The study population was including all of high school students in Birjand in the academic year 2015-2016. Due to the fact that the whole population was 2, 000, by using the Cochran formula, 300 male and female students were selected. according to gender, stratified sampling method has been used. Data collection tools included O'Neil & Abedi’ s (1996) state metacognitive inventory; Wells & Cartweight-Hatton’ s (2004) metacognitive beliefs questionnaire; and, Dan’ s (2008) working memory. The mean of state metacognitive was above average; and the mean of beliefs metacognition and working memory of students was lower than average. Metacognitive beliefs and state metacognitive explained 22% of the variance of the of students’ working memory. Components of metacognitive beliefs explained 38% of the variance of the students' working memory. Beta coefficients of "uncontrollability and risk-taking" and "cognitive competence" was positive; so students who gain higher score on the "uncontrollability and risk-taking" and "cognitive competence", then will earn the higher score on working memory. Positive beliefs about worry, self-cognitive alertness and the need to control thoughts were not able to predict the working memory. State metacognitive components explained 3% of the variance of the of students’ working memory. None of the state metacognitive components, are not able to predict the working memory.