Showing 8 results for Cognitive Strategies
Mohammad Mahdi Babaei Menghari, Adel Zahed, Mahdi Moeini Kia, Atefeh Yousefi,
year 5, Issue 3 (12-2016)
Abstract
The purpose of present study was Relations between Cognitive strategies and time management with exam anxiety among high school students Amol.The research method was descriptive correlational. The statistical population was the 2950 persons of Amol high schools' students in second ant thirst grade mathematics discourse. Among them selected 333 students as sample according to Cochran formula and multi cluster sampling. The research instrument was the part of pintrich and et al questionnaire containing learning strategies, exam anxiety and time management dimension. Data were analyzed with Pearson correlation formula and multiple regression analysis. A Pearson correlation analysis revealed that there is relation between the Cognitive strategies and time management with exam anxiety statistically significance. The results of multiple regression analysis showed that rehearsal, critical thinking, elaboration, organization and time management predict students' exam anxiety.
Mohammad Ghanbaritalab, Mahboobeh Fouladchang, Ali Ghanbari,
year 7, Issue 4 (7-2018)
Abstract
Abstract The aim of this study was to investigate the relationship between cognitive strategies and academic achievement among high school students in the fields of humanities, science and math – physics from Shahrekord city in the school year 89-90. The research was correlational and the statistical population included all high school students from Shahrekord city, among them 222 students via cluster multistage random sampling were selected. They completed a Cognitive Learning Strategies Questionnaire was designed by combination of some questions fromWinestine & Palmer (2002) and Walters (2004) Questionnaires. Data were analyzed using Pearson correlation and analysis of regression. The findings showed there is significant correlations between cognitive strategies and academic achievement in all fields (p <0.01). Also, among three strategies of rehearsal, elaboration and organization, only elaboration strategy can significantly predict academic achievement of students in humanities and math-physics. No strategy can predict academic achievement of students in science fields.
Mis Negar Sherkat Naderi, Zohre Latifi,
year 9, Issue 4 (6-2020)
Abstract
The purpose of this study was to determine the effectiveness of cognitive and metacognitive strategies training on improving the memory function (coding, numerical memory), study speed and comprehension. Research method was of quasi-experimental type with pre-test, post-test, follow up design with control group. The statistical population of the study was consisted of all young people aged 20 to 40 years old in Isfahan during the first half of the 2019. Of these, 48 were selected by using convienience sampling method, and assigned in two experimental and control groups (24 in each groups). Experimental group recived 20 two hour sessions of the cognitive and metacognitive strategies training program, and the control group was placed on the waiting list. Data were collected by study speed and comprehension test developed by the aouthor, the numerical memory (digit span) and coding subscales of WAIS-R (1997) Wechsler Intelligence Scale. In order to test the research hypothesis, inferential statistics (repeated measures analysis of variance) was used. The findings showed that there exist a significant difference between the experimental and control groups in terms of coding and numerical memory subscales and study speed and comprehension variables. Therefore, it can be said that cognitive and meta-cognitive strategies are particularly effective in promoting coding, numerical memory, study speed and comprehension. Hence the cognitive and meta-cognitive strategies can be used to improve the memory function and comprehension of people in academic and training centers.
Hamideh Adavi, Ezatollah Ghadampour, Mohammad Abasi,
year 10, Issue 12 (3-2022)
Abstract
The aim of this study was to investigate the mediating role of attitudes toward reading in relation to cognitive strategies, metacognitive reading strategies, parents' attitudes to reading with reading motivation for students with reading difficulties. The research method was descriptive correlational and in particular structural equation model. For this purpose, the statistical population of the study, which included all students (boy and girl) with reading difficulties, fourth and fifth grades of primary school in Aligudarz who were studying in the academic year 2019-20, which was 300 people as a sample. They responded to Wigfield and Guthrie's (1997) reading motivation questionnaires, learning to read survey (international association for the Evaluation Achievement)(2001), McKenna & Kear's (1990) attitudes to reading, Mokhtari, and Richard's (2002) metacognitive awareness strategies, Pintrich & DeGroot (1990) motivated strategies for learning questionnaire. In data analysis, the Structural equation modeling method was used to check the causal model between the research variables. The results showed that Cognitive strategy is directly related to the level of significance (0.001) and parents' attitude to reading is significantly related to the level of significance (0.01) to the motivation to read. The direct relationship between metacognitive reading strategies and reading motivation was not confirmed (0.35). Cognitive strategies are indirectly related to reading motivation through the attitude of reading (0.009). Metacognitive strategies of reading are indirectly related to reading motivation through the attitude of reading (0.001). Also, parents' attitudes to reading are indirectly related to reading motivation through reading attitudes (0.004). The proposed model has a good fit based on the fit indices. The results of this study can provide valuable information about increasing reading motivation.
Negin Amir Ardejani,
year 11, Issue 7 (10-2022)
Abstract
The aim of this study was to determine the effect of group teaching of metacognitive strategies on the drowning experience and students' source of control. The research method was quasi-experimental with pretest-posttest design and control group. The study population consisted of all third grade female students in the second year of high school in Tehran in the first semester of 2020-2021. Thirty of them were selected as a sample by purposive sampling method according to the entry and exit criteria and were randomly assigned to the experimental group (n = 15) and the control group (n = 15). The experimental group received the metacognitive skills training program in 9 sessions of 90 minutes (two sessions per week) as a group; The control group was placed on a waiting list. The Drowning Questionnaire (FQ) (Martin and Jackson, 2008) and the Control Source (LCQ) Rutter (1996) were used to collect data. Multivariate analysis of covariance was used to analyze the data. Findings showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of post-test in the experimental and control groups in the variables of drowning experience and control source (P <0.001). According to the results of this study, it can be said that group training in metacognitive strategies was effective in increasing the experience of drowning and the source of internal control and reducing the source of external control of students.
Negin Amir Ardejani,
year 11, Issue 9 (12-2022)
Abstract
The aim of this study was to determine the effectiveness of teaching cognitive and metacognitive learning strategies on academic vitality, academic engagement, and socio-emotional competence of students deprived of virtual education. The method was quasi-experimental with a pretest-posttest design and a control group. The statistical population included all female high school students in the second semester of Tehran in the second half of the academic year 2020, from which 30 people were selected by purposive sampling and randomly divided into two experimental groups, and Witnesses (15 people) were appointed. The experimental group received training for teaching cognitive and metacognitive learning strategies in 8 sessions of 90 minutes (2 sessions per week); The control group was placed on a waiting list for 2 months. To collect data from Dehghani-Zadeh and Hossein-Chari's (2012) Academic Vitality Questionnaire, Bloomfield-Paris Academic Conflict (2004), and Zoe and Jesse's (2012) Social-Emotional Competence, were used. Multivariate analysis of covariance was used to analyze the data. Findings showed that by controlling the effect of the pre-test, there was a significant difference between the mean post-test scores of experimental and control groups in the variables of academic vitality, academic engagement, and socio-emotional competence (p<0.001). In general, according to the results of this study, it can be said that the use of teaching cognitive and metacognitive learning strategies can be considered an effective intervention to increase academic vitality, academic engagement, and socio-emotional competence of students—consultants to be placed.
Mobina Borji, Dr. Mehdi Arabzadeh, Dr. Saeideh Zahed,
year 13, Issue 3 (5-2024)
Abstract
This study aimed to investigate the mediating role of cognitive flexibility in the relationship between metacognitive strategies and academic buoyancy in students. The research method was descriptive-correlational and based on structural equation modeling. The statistical population included all undergraduate students of Khomein Azad University in the academic year 2022-2023, from whom 325 were selected as a sample by multi-stage cluster sampling method. For data collection, the academic buoyancy questionnaire (ABQ, Martin and Marsh, 2008), cognitive flexibility Inventory (CFI, Dennis & Vanderwall, 2010), and metacognitive strategies questionnaire (MSQ, Macinerney & Dowson,2004) were used. The results showed that the proposed model is a good fit and the direct effect of metacognitive strategies on academic buoyancy and cognitive flexibility was significant (p<0/001), and the direct effect of cognitive flexibility on academic buoyancy was significant (p<0/01). Other results showed that cognitive flexibility plays a mediating role between metacognitive strategies and academic buoyancy (p<0/01). In general, it can be concluded that metacognitive strategies directly and indirectly with the mediation of cognitive flexibility affect the level of academic buoyancy in students.
Dr. Jafar Bahadorikhosroshahi, Zahra Tajahmad, Zahra Jodeyrihabibi,
year 13, Issue 10 (12-2024)
Abstract
The present study aimed to investigate the role of brain quadrant dominance, meta-worry thoughts, and learning styles in predicting meta-cognitive strategies. The research method was descriptive-correlational. The statistical population included all students of Shahid Madani University of Azerbaijan in the academic year 2024-2025, from which 150 people were selected by cluster random sampling. The research tools included the Meta-cognitive Strategies Scale (MSS, Karami, 1381), Meta-worry Thoughts Questionnaire (MTQ, Wells, 1994), Brain Quadrant Dominance Questionnaire (BDIQ, Nederman, 1980), and Learning Styles Inventory (LSI2, Kolb, 1985). The results of the study showed that there is a negative and significant relationship between meta-worry, social and health anxiety, and meta-cognitive strategies (P≥0.001). Also, there is a positive and significant relationship between the dominance of brain quadrants A and B with metacognitive strategies and a negative relationship between the dominance of brain quadrants C and D with metacognitive (P≥0.001). On the one hand, there is a negative and significant relationship between reflective observation and metacognitive strategies, and there is a positive and significant relationship between abstract conceptualization and active experimentation with metacognitive strategies (P≥0.01). On the other hand, the results of regression analysis showed that the dominance of brain quadrants A and C and reflective observation can explain 31% of the changes in metacognitive strategies in students (P≥0.001). In general, it can be said that the dominance of brain quadrants and learning styles predict metacognitive strategies in individuals, and according to them, metacognitive strategies can be explained.
