A STUDY OF THE EFFECT OF TEACHING (COGNITIVE AND METACOGNITIVE) SELF-REGULATION STRATEGIES ON HIGH SCHOOL STUDENTS’ MOTIVATIONAL BELIEFS (EDUCATIONAL MOTIVATION, SELF-EFFICACY, TEST ANXIETY)

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MOHAMMADI DARVISH BAQAL NAHID; HATAMI HAMIDREZA; ASADZADEH HASSAN; AHADI HASSAN

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Journal: QUARTERLY EDUCATIONAL PSYCHOLOGY Year:2013 | Volume:9 | Issue:27 Page(s): 49-66

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Title

A STUDY OF THE EFFECT OF TEACHING (COGNITIVE AND METACOGNITIVE) SELF-REGULATION STRATEGIES ON HIGH SCHOOL STUDENTS’ MOTIVATIONAL BELIEFS (EDUCATIONAL MOTIVATION, SELF-EFFICACY, TEST ANXIETY)

Author(s)

MOHAMMADI DARVISH BAQAL NAHID | HATAMI HAMIDREZA | ASADZADEH HASSAN | AHADI HASSAN | Issue Writer Certificate

Keywords

SELF-REGULATIONQ2

SELF-EFFICACYQ2

INTERNAL MOTIVATIONQ2

TEST ANXIETYQ2

Abstract

The present study aims to promote the students’ motivational beliefs with an emphasis on the role of SELF-REGULATION strategies. The type of research was quasi-experimental.56 subjects were selected from among the female first-grade high school students in Islamshahr and were randomly assigned to experimental and control groups. Both groups completed questionnaires of self-efficiency, TEST ANXIETY, and educational motivation. Then, the experimental group was given ten sessions of teaching SELF-REGULATION strategies, but the control group was not. At the end, post-tests were administrated to both groups. The results showed that teaching SELF-REGULATION strategies led to increase in INTERNAL MOTIVATION and SELF-EFFICACY as well as decrease in TEST ANXIETY.

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APA: Copy

MOHAMMADI DARVISH BAQAL, NAHID, HATAMI, HAMIDREZA, ASADZADEH, HASSAN, & AHADI, HASSAN. (2013). A STUDY OF THE EFFECT OF TEACHING (COGNITIVE AND METACOGNITIVE) SELF-REGULATION STRATEGIES ON HIGH SCHOOL STUDENTS’ MOTIVATIONAL BELIEFS (EDUCATIONAL MOTIVATION, SELF-EFFICACY, TEST ANXIETY). QUARTERLY EDUCATIONAL PSYCHOLOGY, 9(27), 49-66. SID. https://sid.ir/paper/112238/en

Vancouver: Copy

MOHAMMADI DARVISH BAQAL NAHID, HATAMI HAMIDREZA, ASADZADEH HASSAN, AHADI HASSAN. A STUDY OF THE EFFECT OF TEACHING (COGNITIVE AND METACOGNITIVE) SELF-REGULATION STRATEGIES ON HIGH SCHOOL STUDENTS’ MOTIVATIONAL BELIEFS (EDUCATIONAL MOTIVATION, SELF-EFFICACY, TEST ANXIETY). QUARTERLY EDUCATIONAL PSYCHOLOGY[Internet]. 2013;9(27):49-66. Available from: https://sid.ir/paper/112238/en

IEEE: Copy

NAHID MOHAMMADI DARVISH BAQAL, HAMIDREZA HATAMI, HASSAN ASADZADEH, and HASSAN AHADI, “A STUDY OF THE EFFECT OF TEACHING (COGNITIVE AND METACOGNITIVE) SELF-REGULATION STRATEGIES ON HIGH SCHOOL STUDENTS’ MOTIVATIONAL BELIEFS (EDUCATIONAL MOTIVATION, SELF-EFFICACY, TEST ANXIETY),” QUARTERLY EDUCATIONAL PSYCHOLOGY, vol. 9, no. 27, pp. 49–66, 2013, [Online]. Available: https://sid.ir/paper/112238/en

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