The comparison of homework self regulation factors (task value, metacognition, effort and persistence) of students
Subject Areas : Journal of Educational Psychology
Seiros
Allipour
1
(4) Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University, Ahvaz, Iran)
Manijeh
Sgahni Yilaghi
2
(2) Prof. Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University, Ahvaz, Iran)
Leila
Fereidooni
3
(Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University, Ahvaz, Iran)
Fatemeh
Nadi najafabadi
4
(Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University, Ahvaz, Iran)
Keywords: Metacognition, Task value, key words: homework self regulation, effort and persistence,
Abstract :
The purpose of this study was to comparison the homework self regulation factors (task value, metacognition, effort and persistence) in eighth and eleventh grades of students in gifted and normal scchools. The population of this study consisted of the guidance school and high school students in Ahwaz at educational year 1395-1396. The sample size was determined 562 people by using of random clustering method. The instruments used in this study were Learning Strutegy Subscale (pintrich and DeGroot, 1990), Task Value Subscale (pintrich et.al, 1991), Effort Scale (Dupeyrat and Marine, 2005) and Persistence Scale (Elliot, McGregor and Gable, 1999). To check the reliability the cronbach's alpha was used followed by factor analysis to confirm the validity of the questionnaire. The hypotheses were tested by using of Manova and Anova method analysis. The results of this study indicate that there is significant difference between to groups of students in eighth and eleventh grade in comparison of these factors in P< 0/001. It’s suggested that because of reduce of task value and effort of students in eleventh grade, the planning must have suitable educational models for this groups of students.
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