JOURNAL OF COGNITIVE STRATEGIES IN LEARNING
Year:2020 | Volume:8 | Issue:14 |Papers Count:14

Method This qualitative research was conducted using a descriptive phenomenological approach. Participants in this study included 18 undergraduate, postgraduate and Ph. D. Students from Payame Noor University in academic year of 1395-1396. The selection of contributors was based on experience and general familiarity with the subject. The data were collected by semi-structured, interview, and general guidance methods and it continued until theoretical saturation. The data analysis using the inductive content analysis method was conducted in three open, axial and selective levels. Findings The findings showed that 54 indicators can be identified and categorized in four dimensions of cynicism toward the Professor, cynicism toward university, social cynicism and personal cynicism. Results Students' cynicism is an important and influential factor in the company and the completion of distance education courses, which requires identification and reviewed.

Aim The aim of present research is to identify indicators of cynicism among the students of Distance Learning, In order to create a conceptual framework and develop its theoretical foundations. Method This qualitative research was conducted using a descriptive phenomenological approach. Participants in this study included 18 undergraduate, postgraduate and Ph. D. Students from Payame Noor University in academic year of 1395-1396. The selection of contributors was based on experience and general familiarity with the subject. The data were collected by semi-structured, interview, and general guidance methods and it continued until theoretical saturation. The data analysis using the inductive content analysis method was conducted in three open, axial and selective levels. Findings The findings showed that 54 indicators can be identified and categorized in four dimensions of cynicism toward the Professor, cynicism toward university, social cynicism and personal cynicism. Results Students' cynicism is an important and influential factor in the company and the completion of distance education courses, which requires identification and reviewed.

Objective Academic engagement is one of the indicators of academic quality. The aim of This study was Structural Equation Modeling of Students' academic engagement based on Academic Self-efficacy, transformational teaching with the Mediation Role of Academic Buoyancy. Method This study was a correlational research based on structural equation modeling (SEM). The statistical population was all undergraduate students of Esfarayen University of Technology, in 2016-2017 academic year. The sample included 304 students (253 boys, 51 girls) who were selected using random cluster sampling. Academic Engagement scale (Fredericks, Blumenfild, Paris, 2004), Academic Buoyancy scale (Hossein Chari and Dehghanizadeh 2012), Academic self-efficacy (Owen & Froman, 1998), and Transformational teaching scale (Beauchamp et al, 2010) were used to measure the intended variables. Results Academic self-efficacy and transformational teaching had a direct, positive, and significant effect on academic engagement. Also, Academic self-efficacy and transformational teaching had indirect effects through academic buoyancy on academic engagement. Academic buoyancy could predict the student academic engagement positively. Overall, finding suggested that academic buoyancy had a mediating role in the relationship between academic self-efficacy, transformational teaching, and academic engagement. Conclusion Enhancing self-efficacy and teachers' use of transformational teaching, students helps them overcome their educational problems, and increase their academic buoyancy. These factors can enhance students' academic engagement to interact with each other.

Objective The purpose of this study was to prepare a school-based psycho-educational package and its effectiveness in reducing academic burnout and enhancing academic achievement in 12th grade secondary school students preparing for entrance exams. Method The research method was documentary analysis and experimental method with pre-test and post-test with control group. The statistical population of the study consisted of 12th grade girl students in the second semester preparing for the university entrance exam in Ardabil in the academic year 2016-2017 (N = 3694). In order to select the research sample using available method, 30 female students of 12th grade secondary school were selected and then randomly assigned to experimental (15 person) and control (15 person) groups. The data were collected using the Bareso Burnout Questionnaire and the Schofley Academic Craving Questionnaire. To prepare the school-based psycho-educational package, based on studies and researches, as well as the results of studies that emphasized the effectiveness of different interventions on academic burnout variables, academic burnout was used. After the pre-test at the school site, the independent variable was applied to the experimental group in 8 sessions of group training and each session 2 hours. After the training sessions on the experimental group, DASS questionnaire was administered to both experimental and control groups. Multivariate analysis of covariance (MACOVA) was used to analyze the data. Results The results of the study showed that the educational package prepared to reduce the academic burnout and enhance the educational attainment of 12th grade girls in the second grade of pre-Masters. Conclusion it is necessary to use this school-based educational package by school counselors.

Purpose This article focuses on predicting the academic performance through self-control, autonomy, and self-awareness in a sample of second grade high school students in Bandar Abbas in 2017-18. Method The sample includes 504 students selected by multistage cluster sampling. The research instruments includes the Educational Performance Questionnaire by pham and Taylor (1999), Self-control Questionnaire by Tangney and his colleagues (2004), Self-control Questionnaire by Silverberg and Steinberg (1986), and Emotional Self-awareness Questionnaire Kauer, Reid, Crooke and his colleagues (2012). The Pearson test and multiple regressions method is used for investigating the research hypotheses. Results The findings of the present study reveal a positive and significant relationship between academic performance, self-control, and self-awareness. Also, self-control could predict the academic performance positively and significantly. Autonomy as the elements of “ parents dis-idealizing and comprehending them as ordinary people” can predicts the academic performance negatively and significantly; while the element of “ individualism” showed a positive and significant relationship. Also self-awareness, the elements of “ identifying, environmentalism, and problem solving” could predict academic performance positively and significantly. Conclusion As a result, It can be said that self-control, autonomy, and self-awareness might be considered as important elements that affecting the students’ academic performance.

Purepose The concept of school engagement is one of concepts used by various researchers in the area education and training. Researches has shown emotional self-regulation and behavioral procrastination are related to the components of school engagement. So, the purpose of this study was to investigate the role of emotional self-regulative, and behavioral procrastination in anticipation of students" school engagement. Way The research was descriptive, correlational type. The population consisted of all highschool students in Javanrood in 2017, By cluster random sampling a sample size of 306 persons were selected. For data collection, emotional self-regulation, behavioral procrastination and school engagement questionnaires were used. The findings were done using spss20 using Pearson correlation and multivariate regression analysis in stepwise method. Results The results showed that there is positive relationship between emotional self-regulation and school engagement and the negative relationship between behavioral procrastination and school engagement. The correlation coefficient of the variable emotional self-regulation with school engagement is 0. 48, Also, the correlation coefficient of Behavioral procrastination with school engagement is-0. 36. Other results showed that emotional self-regulation and behavioral procrastination can predict school engagement. Conclusion Thus, improving emotional self-regulation and reducing behavioral procrastination may be associated with increased student school engagement.

Objective Academic satisfaction reflects how students perceive their learning experiences, which is recognized as one of the indicators of measuring students' quality of learning and education. The purpose of this study was to investigate thestructural model of relationship between mental health and academic satisfaction with mediating role of self-efficacy in master’ s students of Islamic Azad University of Neka. Method The method of the present study in terms of applied purpose and in terms of descriptive, correlation has been observed. The statistical population consisted of all 195 undergraduate students at the Islamic Azad University of Neka in the academic year 96-97. Sample size According to Krejcy and Morgan table, 129 individuals were selected randomly (gender). The instrument for collecting data was three standard questionnaires of mental health, self-efficacy and academic satisfaction Questionnaire. The collected data was used for analyzed by Structural equation modeling using the partial least squares method (PLS). Findings The results of this study showed that there is a significant relationship between mental health and self-efficacy with student's academic satisfaction; 40. 1% of self-efficacy and 66% of academic satisfaction are explained by mental health. And the self-efficacy variable has a mediator effect on the relationship between mental health and academic satisfaction. Fit indices indicate that the proposed model is an appropriate fit. Conclusion By enhancing the sense of self-efficacy and improving mental health, students' academic satisfaction can be increased.

Objective the aim of this study was to determine the effectiveness of executive functions program on performance of verbal working memory in students with visual impairment. Method the research was a quasi-experimental study with a pretest-posttest and follow-up with the control group. The statistical population of the study consisted of all students with visual impairment in Tehran 2018-2019. Using an available sampling method, 30 students with the required criteria based on the inclusion criteria were selected and randomly assigned to experimental (n = 15) and control (n = 15) groups. Wechsler intelligence subcomponents were used for data collection. The experimental group was trained in 10 sessions of 45 minutes and the control group did not receive any intervention. ANOVA with repeated measures was used for data analysis. Results the results showed that training the executive functions in the experimental group improved performance of verbal working memory and this effect remained to sustain at o month follow-up (P<0. 05). Conclusion based on the results of the present study, it can be concluded that executive function training can be used as an intervention method to improve performance of verbal working memory in students with visual impairment.

Purpose Procrastination is a form of self-regulatory failure that can cause major health problems for people. Research evidence suggests in Procrastinator people have seen lower self-efficacy. Therefore, the purpose of this study was to determine the effectiveness of self-efficacy training on self-regulation and the health behaviors of procrastination students. Method The present study is a quasi-experimental with a pretest-posttest design. The number of 36 Procrastinator students with cluster sampling and using the Measure of Academic Procrastination, screening and randomly divided into two experimental and control groups and finally the data of 20 people were analyzed. The two groups at the beginning and the end of the research responded to the Self-Regulation Questionnaire and Health-promoting lifestyle profile. The experimental group received self-efficacy training for eight sessions, one session each week. Findings The results of the analysis of covariance showed that self-efficacy training had no significant effect on increasing self-regulation (P>0. 05). But it was effective in increasing receiving and implementing in the self-regulation process (P<0. 05). The results also showed that self-efficacy training affected increasing the health behaviors of procrastinator students. self-efficacy training was effective in increasing health responsibility and stress management (P<0. 05). Conclusion It seems that by using Self-efficacy training, it is possible to influence the onset of the self-regulation process and implementing plans and also impacted on promoting the health behaviors of Procrastinator students.

Purpose The purpose of the research was the effect of metacognitive skills training on study skills and academic emotions of 10th Grade Male Students of Schools in Ardabil. Method This research method was a quasi-experimental and pre-test and post-test design with the control group. The statistical population of the study included all 10th-grade male students of Ardabil schools in the academic year of 2017-18, among whom 24 were assigned to the experimental group and 24 were selected for the control group by multi-stage sampling. For data gathering, we used the study skills Questionnaire (SSI) of Dennis Congos and the academic emotion Questionnaire of Pekrun et al. The experimental group received 8 metacognitive training sessions during which the control group did not receive any training. Data were analyzed using multivariate covariance analysis (MANCOVA). Results The results showed that metacognitive skills training significantly increased the study skills and its components, in addition to strengthening memory and improving the positive academic emotion and reducing the negative academic emotion among the subjects in the post-test phase.

Objective The study aimed to investigate the effect of the learning cycle model based on the Constructivist approach on students’ academic motivation and creativity in female students of 7th grade. Method The study method was sub-experimental with pretest-posttest and followed up with a control group. The study population consisted of all 7th grade female students of Sabzevar city in the academic years 2015-2016. 56 female students were selected by available sampling method, then they divided randomly into 2 groups: experimental group (28 people) and control group (28 people). The experimental group educated 14 sessions that each session was 70 minutes by learning cycle model based on the constructivist approach and the control group was taught by the traditional method. Data collection tools were included academic motivation scale (Vallerand et al, 1992) and Abedi creativity questionnaire (1993). To analyze data, multivariable covariance was used. Results The results showed that the learning cycle model based on the constructivist approach has a significant effect on students’ academic motivation, creativity, and its components included fluency, elaboration, innovation, and flexibility (P<0. 01). Conclusion Based on the results, the model is effective in increasing academic motivation, creativity and its components (fluency, elaboration, initiative, and flexibility) and can be used as a model for teaching in classrooms.

Purpose The purpose of this study was to investigate the relationship between resilience, learning approaches and coping strategies of master students of Bu-Ali Sina University and predicting academic performance based on these components. Method The research method was descriptive of type correlation. The statistical population of this study was master student of Bu Ali Sina University in the academic year of 1998-97 with 2378 People. The sampling method was a relativistic cluster selected using Morgan's table of 331 People. Data collection Tool were questionnaire of the Connor-Davison resilience (2003), Revised Two-Factor Study Process Biggs et al (2001), Coping Strategies Andler & Parker (1990) and academic performance questionnaire researcher-made. For Data analysis were used of, Kolmogorov– Smirnov test, Pearson correlation and linear regression of type Enter. Results The results show that is a relationship between resilience, learning approaches, coping strategies and academic performance. Deep approach; problem-oriented coping strategy; avoidance and resiliency are good predictors of academic performance in conceptual, procedural and attitudinal dimensions. Conclusion As a result, students should be drawn to deep learning and problem-oriented learning styles in order to expect better academic performance.