THE EFFECTIVENESS OF COGNITIVE AND META-COGNITIVE LEARNING STRATEGY TRAINING ON ACADEMIC PROCRASTINATION OF STUDENTS WITH LOW ACADEMIC ACHIEVEMENT

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SHEYKHOLESLAMI A.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Journal: JOURNAL OF SCHOOL PSYCHOLOGY Year:2017 | Volume:6 | Issue:3 Page(s): 65-84

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Information Journal Paper

Title

THE EFFECTIVENESS OF COGNITIVE AND META-COGNITIVE LEARNING STRATEGY TRAINING ON ACADEMIC PROCRASTINATION OF STUDENTS WITH LOW ACADEMIC ACHIEVEMENT

Author(s)

SHEYKHOLESLAMI A. | Issue Writer Certificate

Keywords

COGNITIVE LEARNING STRATEGIESQ2

META-COGNITIVE LEARNING STRATEGIESQ1

ACADEMIC PROCRASTINATIONQ2

ACADEMIC ACHIEVEMENTQ2

Abstract

The purpose of this study was to investigate the effectiveness of cognitive and meta-cognitive learning strategy training on ACADEMIC PROCRASTINATION of students with low ACADEMIC ACHIEVEMENT. The research method was semi-experimental with pretest-posttest design an control group. The population consisted of all male students of the high school of Ardabil in 2016-2017 academic year. By using cluster random sampling, 30 students with low ACADEMIC ACHIEVEMENT were selected and randomly assigned into experimental (15) and control (15) groups. The experimental group had eight sessions of cognitive and meta-cognitive learning strategy training. Solomon and Rothblum ACADEMIC PROCRASTINATION scale (1984) was used to gather data. The data were analyzed by analysis of covariance. The results indicated that the research hypothesis of effectiveness of cognitive and meta-cognitive learning strategy training on ACADEMIC PROCRASTINATION of students with low ACADEMIC ACHIEVEMENT had been proven, and participants of the experimental group in comparison with the control group, in posttest had a significantly less ACADEMIC PROCRASTINATION (P<0.01). So, we can conclude that cognitive and meta-cognitive learning strategy training has a significant effectiveness on decreasing the ACADEMIC PROCRASTINATION of students with low ACADEMIC ACHIEVEMENT.

Cites

The effectiveness of training package self-directed learning on academic responsibility and academic procrastination in students

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APA: Copy

SHEYKHOLESLAMI, A.. (2017). THE EFFECTIVENESS OF COGNITIVE AND META-COGNITIVE LEARNING STRATEGY TRAINING ON ACADEMIC PROCRASTINATION OF STUDENTS WITH LOW ACADEMIC ACHIEVEMENT. JOURNAL OF SCHOOL PSYCHOLOGY, 6(3 ), 65-84. SID. https://sid.ir/paper/216784/en

Vancouver: Copy

SHEYKHOLESLAMI A.. THE EFFECTIVENESS OF COGNITIVE AND META-COGNITIVE LEARNING STRATEGY TRAINING ON ACADEMIC PROCRASTINATION OF STUDENTS WITH LOW ACADEMIC ACHIEVEMENT. JOURNAL OF SCHOOL PSYCHOLOGY[Internet]. 2017;6(3 ):65-84. Available from: https://sid.ir/paper/216784/en

IEEE: Copy

A. SHEYKHOLESLAMI, “THE EFFECTIVENESS OF COGNITIVE AND META-COGNITIVE LEARNING STRATEGY TRAINING ON ACADEMIC PROCRASTINATION OF STUDENTS WITH LOW ACADEMIC ACHIEVEMENT,” JOURNAL OF SCHOOL PSYCHOLOGY, vol. 6, no. 3 , pp. 65–84, 2017, [Online]. Available: https://sid.ir/paper/216784/en

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