Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students\' academic motivation
Background and Aim: Variables such as academic motivation are among the factors that have attracted the attention of education specialists and psychologists; Therefore, the current research was conducted with the aim of comparing the effectiveness of self-regulation strategies (cognitive and meta-co...
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| Format: | Article |
| Language: | English |
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Iran-Mehr: The Institute for Social Study and Research
2021-05-01
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| Series: | مطالعات روانشناختی نوجوان و جوان |
| Subjects: | |
| Online Access: | http://jayps.iranmehr.ac.ir/article-1-416-en.pdf |
| _version_ | 1797454427614871552 |
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| author | Mohammad Jomepour Majid Ebrahimpour Hossein Sahebdel Hamid Taheri |
| author_facet | Mohammad Jomepour Majid Ebrahimpour Hossein Sahebdel Hamid Taheri |
| author_sort | Mohammad Jomepour |
| collection | DOAJ |
| description | Background and Aim: Variables such as academic motivation are among the factors that have attracted the attention of education specialists and psychologists; Therefore, the current research was conducted with the aim of comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. Method: The present study was a semi-experimental study with a pre-test and post-test design and a follow-up with a control group. The statistical population of the present study was made up of all secondary school students of the second year of Kashmar city; And the research sample included 45 subjects who were selected by multi-stage cluster sampling method and were randomly divided into three groups: experimental 1 (15 people), experimental 2 (15 people) and control (15 people). Wallerand et al.'s (1992) academic motivation questionnaire was used to collect information. For the statistical analysis of the data, multivariate analysis of variance with repeated measurements was used with the help of SPSS software. Results: The results showed that self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions have a significant effect on students' academic motivation (P<0.01). There is no statistically significant difference between the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. In the follow-up phase, the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on academic motivation has continued. Conclusion: Therefore, self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions are an effective method in students' academic motivation. |
| first_indexed | 2024-03-09T15:38:01Z |
| format | Article |
| id | doaj.art-72b633a0a79546019b59b0f88d1deb69 |
| institution | Directory Open Access Journal |
| issn | 2821-2525 |
| language | English |
| last_indexed | 2024-03-09T15:38:01Z |
| publishDate | 2021-05-01 |
| publisher | Iran-Mehr: The Institute for Social Study and Research |
| record_format | Article |
| series | مطالعات روانشناختی نوجوان و جوان |
| spelling | doaj.art-72b633a0a79546019b59b0f88d1deb692023-11-25T21:53:57ZengIran-Mehr: The Institute for Social Study and Researchمطالعات روانشناختی نوجوان و جوان2821-25252021-05-0121418431Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students\' academic motivationMohammad Jomepour0Majid Ebrahimpour1Hossein Sahebdel2Hamid Taheri3 PhD student, Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran Assistant Professor, Department of Psychology and Education of Exceptional Children, Qaenat Branch, Islamic Azad University, Qaenat, Iran Assistant Professor, Counseling Department, Qaenat Branch, Islamic Azad University, Qaenat, Iran Assistant Professor, Department of Basic Sciences, Qaenat Branch, Islamic Azad University, Qaenat, Iran Background and Aim: Variables such as academic motivation are among the factors that have attracted the attention of education specialists and psychologists; Therefore, the current research was conducted with the aim of comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. Method: The present study was a semi-experimental study with a pre-test and post-test design and a follow-up with a control group. The statistical population of the present study was made up of all secondary school students of the second year of Kashmar city; And the research sample included 45 subjects who were selected by multi-stage cluster sampling method and were randomly divided into three groups: experimental 1 (15 people), experimental 2 (15 people) and control (15 people). Wallerand et al.'s (1992) academic motivation questionnaire was used to collect information. For the statistical analysis of the data, multivariate analysis of variance with repeated measurements was used with the help of SPSS software. Results: The results showed that self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions have a significant effect on students' academic motivation (P<0.01). There is no statistically significant difference between the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. In the follow-up phase, the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on academic motivation has continued. Conclusion: Therefore, self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions are an effective method in students' academic motivation.http://jayps.iranmehr.ac.ir/article-1-416-en.pdfself-regulation strategiesmotivational-cognitiveacademic motivationmetacognitive |
| spellingShingle | Mohammad Jomepour Majid Ebrahimpour Hossein Sahebdel Hamid Taheri Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students\' academic motivation مطالعات روانشناختی نوجوان و جوان self-regulation strategies motivational-cognitive academic motivation metacognitive |
| title | Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students\' academic motivation |
| title_full | Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students\' academic motivation |
| title_fullStr | Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students\' academic motivation |
| title_full_unstemmed | Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students\' academic motivation |
| title_short | Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students\' academic motivation |
| title_sort | comparing the effectiveness of self regulation strategies cognitive and meta cognitive and motivational cognitive multidimensional interventions on students academic motivation |
| topic | self-regulation strategies motivational-cognitive academic motivation metacognitive |
| url | http://jayps.iranmehr.ac.ir/article-1-416-en.pdf |
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