Presenting a model of self-regulated learning strategies and its effect on problem-solving methods of high school students in Tehran
Subject Areas :
zahra tafaroji gilavandani
1
(Ph.D. Student in Curriculum Development, Faculty of Education and Psychology, Islamic Azad University, South Tehran Branch, Tehran, Iran)
Amineh Ahmadi
2
(Assistant Professor, Faculty Member, Islamic Azad University, South Tehran Branch, Tehran, Iran)
ghidsi ahghar
3
(Associate professor and boss of pedagogy Ministry of Education)
Keywords: Education, Structural equations, Pattern of self-regulated learning strategies, problem-solving methods,
Abstract :
Objective: The aim of this study was to identify self-regulated learning strategies and its effect on problem solving methods in education in Tehran. Method: The method of conducting research is mixed (qualitative-quantitative). In order to conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions and components. The statistical population in this study was all experts in the field of curriculum planning and educational management, which was conducted after 16 theoretical saturation interviews. Results: Finally, for self-regulated learning strategies, 3 dimensions, 9 components and 22 indicators were identified through content analysis. For the second variable, ie problem-solving methods, according to the Cassidy and Long (1996) standard questionnaire, there were 3 components and 24 indicators. The validity of the qualitative part, according to the experts, was confirmed and the reliability of this part was obtained by using the Copa formula of 63%, which is acceptable and shows the high reliability of the resulting codes. It was measured that all components were above 0.7. Finally, the structural equation method of smartpls3 software was used to draw the pattern. Results: The results showed that the dimensions of resource management strategies (0.932), cognitive strategies (0886) and metacognitive strategies (0.843) are the most important in the variable of self-regulatory learning strategies, respectively, and also self-regulatory strategies with a coefficient of 0.703 show the effect of 70 it has a percentage on problem solving methods.
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