THE EFFECT OF SELF-REGULATED LEARNING STRATEGIES (COGNITION AND META COGNITION) THE ATTRIBUTION STYLES AND ITS DIMENSIONS (SOURCE CAUSALITY, PROOF OF CAUSALITY, GENERAL CAUSATION) OF THE SECOND HIGH SCHOOL STUDENTS

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NIKPEY IRAJ; FARAHBAKHSH SAEED; YOSEFVAND LEYLA

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Paper Information

Journal: JOURNAL OF COGNITIVE STRATEGIES IN LEARNING Year:2017 | Volume:4 | Issue:7 Page(s): 93-108

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Title

THE EFFECT OF SELF-REGULATED LEARNING STRATEGIES (COGNITION AND META COGNITION) THE ATTRIBUTION STYLES AND ITS DIMENSIONS (SOURCE CAUSALITY, PROOF OF CAUSALITY, GENERAL CAUSATION) OF THE SECOND HIGH SCHOOL STUDENTS

Author(s)

NIKPEY IRAJ | FARAHBAKHSH SAEED | YOSEFVAND LEYLA | Issue Writer Certificate

Keywords

SELFQ1

REGULATED LEARNING STRATEGIESQ2

ATTRIBUTION STYLEQ2

STUDENTSQ1

THE SECOND HIGH SCHOOLQ1

Abstract

The aim of the present study was to examine effect of SELF-regulated learning strategies training (cognitive and meta- cognitive) on ATTRIBUTION STYLEs and Its Dimensions (Source causality, Proof of causality, general causation) of THE SECOND HIGH SCHOOL STUDENTS.The study method of s up-experimental with design pre-test – post-test and follow-up with the control group. The study population included all high school girl STUDENTS in second grade Khorramabad city area two public schools in the academic year 1394 – 95. Sample size of 56 Person (of Person 28 experiment group and Person 28 control group) using multi-stage random cluster were selected. The only experimental group was SELF- REGULATED LEARNING STRATEGIES training (cognitive and meta- cognitive), after the training Meetings, from both the experimental and control groups post-test and again two months later, both groups were followed up. In this study measuring tool, questionnaire, ATTRIBUTION STYLE scale Seligman and sink (1992). The results showed that SELF-regulated learning strategies education significantly increase ATTRIBUTION STYLE events with good outcome (p<0.05) and style of documents with poor outcome and reduced events (p<0.001). While the results was preserved in the follow up Phase. Based on the results, it becomes clear that SELF-regulated learning strategies can be taught and learned and teach STUDENTS strategies to increase internal ATTRIBUTION STYLE for positive events and decrease internal ATTRIBUTION STYLE for negative events affecting.

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APA: Copy

NIKPEY, IRAJ, FARAHBAKHSH, SAEED, & YOSEFVAND, LEYLA. (2017). THE EFFECT OF SELF-REGULATED LEARNING STRATEGIES (COGNITION AND META COGNITION) THE ATTRIBUTION STYLES AND ITS DIMENSIONS (SOURCE CAUSALITY, PROOF OF CAUSALITY, GENERAL CAUSATION) OF THE SECOND HIGH SCHOOL STUDENTS. JOURNAL OF COGNITIVE STRATEGIES IN LEARNING, 4(7 ), 93-108. SID. https://sid.ir/paper/255105/en

Vancouver: Copy

NIKPEY IRAJ, FARAHBAKHSH SAEED, YOSEFVAND LEYLA. THE EFFECT OF SELF-REGULATED LEARNING STRATEGIES (COGNITION AND META COGNITION) THE ATTRIBUTION STYLES AND ITS DIMENSIONS (SOURCE CAUSALITY, PROOF OF CAUSALITY, GENERAL CAUSATION) OF THE SECOND HIGH SCHOOL STUDENTS. JOURNAL OF COGNITIVE STRATEGIES IN LEARNING[Internet]. 2017;4(7 ):93-108. Available from: https://sid.ir/paper/255105/en

IEEE: Copy

IRAJ NIKPEY, SAEED FARAHBAKHSH, and LEYLA YOSEFVAND, “THE EFFECT OF SELF-REGULATED LEARNING STRATEGIES (COGNITION AND META COGNITION) THE ATTRIBUTION STYLES AND ITS DIMENSIONS (SOURCE CAUSALITY, PROOF OF CAUSALITY, GENERAL CAUSATION) OF THE SECOND HIGH SCHOOL STUDENTS,” JOURNAL OF COGNITIVE STRATEGIES IN LEARNING, vol. 4, no. 7 , pp. 93–108, 2017, [Online]. Available: https://sid.ir/paper/255105/en

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