Cognitive, Metacognitive Learning Strategies and Motivation for Academic Achievement in Students with and Without Specific Learning Disabilities

Subject Areas : Journal of Educational Psychology

Fatemeh Akbari ¹ , Bahman Akbari ² , maedeh mirzaei malati ³ , Fatemeh pournasrollah ⁴ , Mir abdul Hasan Askari Ranekouh ⁵

1 - دانشگاه آزاد رشت
2 - دانشگاه آزاد رشت استاد تمام
3 - PhD student in Psychology Department of Psychology, Faculty of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran.student
4 - Department of Psychology, Faculty of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran.
5 - Department of Psychology, Faculty of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran.

Received: 2020-09-18 Accepted : 2020-12-07 Published : 2020-12-20

Keywords: cognitive, motivation for academic achievement, specific learning disabilities, Metacognitive Learning Strategies,

Abstract :

The aim of this study was to compare cognitive, metacognitive learning strategies and motivation for academic achievement in students with and without specific learning disabilities. The method of the study was comparative causal. The statistical population of this study consisted of all fifth and sixth grade elementary school male and female students with learning disabilities referred to learning disability centers in Rasht and also all ordinary fifth and sixth grade elementary school male and female students in Rasht in the academic year 1399. 120 samples (60 for each group) were considered by available sampling method. Data were collected using Learning and Study Strategies by Karami (2002) and Metacognitive Ability (MCQ-30), Harter Standard Motivational (1981, 1980) Questionnaires and analyzed by multivariate analysis of variance (MANOVA) and independent t-test. And were analyzed. Findings showed that there is a significant difference between the mean of metacognitive test between the two groups (P> 0.001). Analysis of each of the dependent variables shows that: There is a significant difference between the two groups in terms of cognitive strategies, metacognitive strategies (P> 0.001). The mean of academic achievement motivation of students with special learning disabilities is significantly lower than the average without without special learning disabilities (P> 0.001). it is suggested that teaching cognitive, metacognitive learning strategies to improve the academic achievement of students with special learning disabilities should be given more attention.