THE RELATIONSHIP BETWEEN METACOGNITIVE STATES, PERCEIVED INSTRUMENTALITY, PARENTAL GOAL EMPHASES AND ACADEMIC ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES

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MAHMOOD ALILU M.; MOVAHEDI Y.; ALIZADEHGORADEL J.

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Journal Paper

Paper Information

Journal: JOURNAL OF LEARNING DISABILITIES Year:2013 | Volume:3 | Issue:1 (8) Page(s): 91-109

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Information Journal Paper

Title

THE RELATIONSHIP BETWEEN METACOGNITIVE STATES, PERCEIVED INSTRUMENTALITY, PARENTAL GOAL EMPHASES AND ACADEMIC ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES

Author(s)

MAHMOOD ALILU M. | MOVAHEDI Y. | ALIZADEHGORADEL J. | Issue Writer Certificate

Keywords

METACOGNITIONQ2

INSTRUMENTALITYQ2

GOAL EMPHASESQ2

LEARNING DISABILITIESQ2

Abstract

The aim of the present research was to determine the relationship of metacognitive states, perceived INSTRUMENTALITY and parental goal emphasis with academic achievement in LEARNING DISABILITIES students. The population of this study includes all LEARNING DISABILITIES students of Korramabad enrolled in the 2011-2012 academic year. The research sample consisted of 81 students who were selected through convenience sampling. To collect the data, metacognitive states questionnaire, perceived INSTRUMENTALITY and Parental GOAL EMPHASES questionnaire were used. The results of Pearson's correlation analysis showed that predictor variables (metacognitive states, perceived INSTRUMENTALITY and parental GOAL EMPHASES) are positively associated with criterion variable (academic achievement) (p<0.001). Multiple regression analysis showed metacognitive awareness variable and planning from component of metacognitive beliefs, and components of parent's GOAL EMPHASES (mastery and performance) to be predictors of academic achievement in LEARNING DISABILITIES students. These results have applied implications for intervention programming and remedial training for learning disorders.

Cites

PREDICTING ACADEMIC PROCRASTINATION BASED ON UTILITY VALUE AND INTRINSIC VALUE OF ASSIGNMENTS AMONG 10TH GRADE HIGH SCHOOL STUDENTS OF TABRIZ

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APA: Copy

MAHMOOD ALILU, M., MOVAHEDI, Y., & ALIZADEHGORADEL, J.. (2013). THE RELATIONSHIP BETWEEN METACOGNITIVE STATES, PERCEIVED INSTRUMENTALITY, PARENTAL GOAL EMPHASES AND ACADEMIC ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, 3(1 (8)), 91-109. SID. https://sid.ir/paper/210138/en

Vancouver: Copy

MAHMOOD ALILU M., MOVAHEDI Y., ALIZADEHGORADEL J.. THE RELATIONSHIP BETWEEN METACOGNITIVE STATES, PERCEIVED INSTRUMENTALITY, PARENTAL GOAL EMPHASES AND ACADEMIC ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES[Internet]. 2013;3(1 (8)):91-109. Available from: https://sid.ir/paper/210138/en

IEEE: Copy

M. MAHMOOD ALILU, Y. MOVAHEDI, and J. ALIZADEHGORADEL, “THE RELATIONSHIP BETWEEN METACOGNITIVE STATES, PERCEIVED INSTRUMENTALITY, PARENTAL GOAL EMPHASES AND ACADEMIC ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES,” JOURNAL OF LEARNING DISABILITIES, vol. 3, no. 1 (8), pp. 91–109, 2013, [Online]. Available: https://sid.ir/paper/210138/en

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