The Effectiveness of Instruction Program Based on Generative Learning Theory on Cognitive and Meta Cognitive Self-Regulation and Motivational Beliefs

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Orvati Movaffagh Leila; EBRAHIMI QAVAM SOGHRA; SADIPOUR ESMAEIL; DELAVAR ALI

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Journal Paper

Paper Information

Journal: DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS) Year:2019 | Volume:15 | Issue:60 Page(s): 403-417

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Title

The Effectiveness of Instruction Program Based on Generative Learning Theory on Cognitive and Meta Cognitive Self-Regulation and Motivational Beliefs

Author(s)

Orvati Movaffagh Leila | EBRAHIMI QAVAM SOGHRA | SADIPOUR ESMAEIL | DELAVAR ALI | Issue Writer Certificate

Keywords

cognitive self-regulation

generative instruction

metacognitive self-regulation

motivational beliefs

self-regulation

Abstract

The aim of this study was to determine the effectiveness of generative instruction based on generative learning theory on cognitive and metacognitive self-regulation and motivational beliefs of 7th grade students. The study design was quasiexperimental with pretest-posttest and control group. 100 students among 7th grade students in Hamedan were selected using accessible sampling method and randomly, divided into the experimental group (50 students) and the control group (50 students). The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & Degroot, 1990) was administered before and after the implementation of the generative instruction program. The data were analyzed using multivariate analysis of covariance (MANCOVA). The findings showed that generative instruction program could predict 44% of cognitive regulation changes, 32% of metacognitive regulation changes and 39% of motivational self-regulation changes. According to the findings, it can be concluded that generative instruction affects cognitive and metacognitive self-regulation and motivational beliefs.

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APA: Copy

Orvati Movaffagh, Leila, EBRAHIMI QAVAM, SOGHRA, SADIPOUR, ESMAEIL, & DELAVAR, ALI. (2019). The Effectiveness of Instruction Program Based on Generative Learning Theory on Cognitive and Meta Cognitive Self-Regulation and Motivational Beliefs. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), 15(60 ), 403-417. SID. https://sid.ir/paper/734914/en

Vancouver: Copy

Orvati Movaffagh Leila, EBRAHIMI QAVAM SOGHRA, SADIPOUR ESMAEIL, DELAVAR ALI. The Effectiveness of Instruction Program Based on Generative Learning Theory on Cognitive and Meta Cognitive Self-Regulation and Motivational Beliefs. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)[Internet]. 2019;15(60 ):403-417. Available from: https://sid.ir/paper/734914/en

IEEE: Copy

Leila Orvati Movaffagh, SOGHRA EBRAHIMI QAVAM, ESMAEIL SADIPOUR, and ALI DELAVAR, “The Effectiveness of Instruction Program Based on Generative Learning Theory on Cognitive and Meta Cognitive Self-Regulation and Motivational Beliefs,” DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), vol. 15, no. 60 , pp. 403–417, 2019, [Online]. Available: https://sid.ir/paper/734914/en

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