EVALUATING THE ROLE OF COGNITIVE AND MOTIVATIONAL STRATEGIES IN THE STUDENTS' ACADEMIC ACHIEVEMENT AND PSYCHOLOGIC PROBLEM REDUCTION

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KHODAPANAHI MOHAMMAD KARIM; BAEZAT F.; HEYDARI M.; SHAHIDI SH.

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Journal: Journal of Psychology Year:2001 | Volume:4 | Issue:4 (16) Page(s): 331-346

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Title

EVALUATING THE ROLE OF COGNITIVE AND MOTIVATIONAL STRATEGIES IN THE STUDENTS' ACADEMIC ACHIEVEMENT AND PSYCHOLOGIC PROBLEM REDUCTION

Author(s)

KHODAPANAHI MOHAMMAD KARIM | BAEZAT F. | HEYDARI M. | SHAHIDI SH. | Issue Writer Certificate

Keywords

ACADEMIC IMPROVEMENTQ4

SELF REGULATION TECHNIQUESQ2

COGNITIVE AND MOTIVATIONAL STRATEGIESQ3

Abstract

The present study is concerned with the effects of cognitive and motivational SELF REGULATION TECHNIQUES training on ACADEMIC IMPROVEMENT and the possible reduction of psychological problems in Iranian students. 272 Human science students at Shahid Beheshti University in Tehran were reandomly divided into four groups (2 experimental and 2 control groups). Two groups were given training for eight weeks on the theoretical and practical aspects of motivational and cognitive SELF REGULATION TECHNIQUES and two groups were given no training at all.Evaluation of subjects' ACADEMIC IMPROVEMENT was done by comparnig their mean grades in two academic terms. In addition a questionnaire measuring subjects academic problems was administered. Subjects' anxiety was measured using Cattells Anxiety Scale and the use of cognitive and motivational techniques was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Two groups completed these questionnaires twice (befor and after training) and two groups only once, after the completion of training. Thus, one experimental and one control group with pre and post test and one experimental and control group with only post test took part in the study. Results showed that as far as academic problem were concerned, those subjects who were given training, reported fewer problems than those who were not given any training. Pre-testing was shown to have a significant effect on subjects' level of reported anxiety. In other words, although a significant difference existed between the experimental and the control groups, the least amount of anxiety was observed in the experimental post-test only group. Significant differences in the used of cognitive and motivational techniques was found between the control and experimental groups on the following aspects: self-regulation, self-efficacy and intrinsic value. Finally, it was found that cognitive and motivational techniques training had no significant effect on subjects' ACADEMIC IMPROVEMENT. Results are discussed in term of the implications for academic programming and training in Iran in the light of present limitations and problems and directions for future research in the field.

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APA: Copy

KHODAPANAHI, MOHAMMAD KARIM, BAEZAT, F., HEYDARI, M., & SHAHIDI, SH.. (2001). EVALUATING THE ROLE OF COGNITIVE AND MOTIVATIONAL STRATEGIES IN THE STUDENTS' ACADEMIC ACHIEVEMENT AND PSYCHOLOGIC PROBLEM REDUCTION. JOURNAL OF PSYCHOLOGY, 4(4 (16)), 331-346. SID. https://sid.ir/paper/54419/en

Vancouver: Copy

KHODAPANAHI MOHAMMAD KARIM, BAEZAT F., HEYDARI M., SHAHIDI SH.. EVALUATING THE ROLE OF COGNITIVE AND MOTIVATIONAL STRATEGIES IN THE STUDENTS' ACADEMIC ACHIEVEMENT AND PSYCHOLOGIC PROBLEM REDUCTION. JOURNAL OF PSYCHOLOGY[Internet]. 2001;4(4 (16)):331-346. Available from: https://sid.ir/paper/54419/en

IEEE: Copy

MOHAMMAD KARIM KHODAPANAHI, F. BAEZAT, M. HEYDARI, and SH. SHAHIDI, “EVALUATING THE ROLE OF COGNITIVE AND MOTIVATIONAL STRATEGIES IN THE STUDENTS' ACADEMIC ACHIEVEMENT AND PSYCHOLOGIC PROBLEM REDUCTION,” JOURNAL OF PSYCHOLOGY, vol. 4, no. 4 (16), pp. 331–346, 2001, [Online]. Available: https://sid.ir/paper/54419/en

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