List of Articles Meta-Cognitive Strategies

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  1 - The effect of cognitive and meta-cognitive strategies on self-concept and procrastination of first grade high school students
  سپیده صفرپور دهکردی پگاه جوجم
  10.30495/ee.2023.1966538.1123
  Introduction: The aim of this study was to investigate the effect of cognitive and metacognitive strategies on self-concept and procrastination of first grade high school students in Shiraz city.research methodology: The research method was experimental with pre-test an More

  Introduction: The aim of this study was to investigate the effect of cognitive and metacognitive strategies on self-concept and procrastination of first grade high school students in Shiraz city.research methodology: The research method was experimental with pre-test and post-test design for both experimental and control groups. The statistical population of the present study consisted of all female students of the first grade high school (ninth grade) of District 1 of Shiraz in the academic year 2021-2022, whose number is estimated to be about 1850 by referring to the Education Department of Shiraz city. Sixty students were selected through purposive sampling method. The instruments used in this study were Solomon and Roth Bloom and Chen and Thompson self-concept of academic procrastination questionnaires. The face and content validity of the questionnaire was confirmed by experts and technicians and the reliability was confirmed by Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (univariate and multivariate analysis of covariance) were used to analyze the data.Findings: The results of the research indicated that the use of cognitive and metacognitive strategies explains 13.4% of the variance of self-concept and 21.9% of the variance of students' procrastination. Also, the use of cognitive and metacognitive strategies has a significant effect on the dimensions of self-concept (general, educational and non-academic) and dimensions of procrastination (preparing for exams, preparing homework and preparing for research).Conclusion: The results indicated that the students who used cognitive and metacognitive strategies were better than other students in terms of self-concept and procrastination. Manuscript profile
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  2 - An Investigation of the Impact of Meta Cognitive Training on the Educational Performance and Creativity of the Fifth-Grade Primary School Students
  Abbas Gholtash Ahmad Reza Oujinezhad Mohsen Barzegar
  The aim of this study was to examine the effect of teaching meta-cognitive strategies on the educational performance and creativity of the-fifth-grade-primary-school students. The research method was quasi-experimental with a pretest and a posttest for both experimental More

  The aim of this study was to examine the effect of teaching meta-cognitive strategies on the educational performance and creativity of the-fifth-grade-primary-school students. The research method was quasi-experimental with a pretest and a posttest for both experimental and control groups. The target population included 150 students of fifth-grade primary school in Kherame city. Two groups of them (44 students) were selected as the sample of the study, that is, the experimental and the control groups. In order to collect the data the Educational Performance Test (EPT) and the creativity Schafer questionnaire were used. The comments of 10 educational experts were used to determine the validity of the questionnaire. Also, the reliability of the questionnaire was calculated using the Cronbach Alfa that was about 0.84 for the creativity Schafer questionnaire and 0.74 for the Educational Performance Test. The data was analyzed using the descriptive statistical methods such as ‘mean’ and the inferential statistics such as covariance. The findings of this study indicated that meta-cognitive strategies training had significant effect on educational performance (57%) and creativity (27%). Manuscript profile
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  3 - کاربرد استراتژی فراشناختی در خواندن درمیان زبان آموزان ایرانی با مهارت های زبانی مختلف
  سیما مدیرخامنه مریم بهمنی
  درتحقیق حاضر استفاده از استراتژی های فراشناختی درمیان زبان آموزان ایرانی با مهارت های خواندن و درک مطلب مختلف (مهارت  خواندن  پیشرفته و متوسط), مورد مطالعه قرار گرفته است. همچنین میزان ارتباط بین انگیزش زبان آموزان واستفاده از استراتژی های فراشناختی نیز بررسی More

  درتحقیق حاضر استفاده از استراتژی های فراشناختی درمیان زبان آموزان ایرانی با مهارت های خواندن و درک مطلب مختلف (مهارت  خواندن  پیشرفته و متوسط), مورد مطالعه قرار گرفته است. همچنین میزان ارتباط بین انگیزش زبان آموزان واستفاده از استراتژی های فراشناختی نیز بررسی شده است.  .فرضیه ها ی این پژوهش عبارتند از 1) تفاوت معناداری بین دو گروه  زبان آموز پیشرفته و متوسط ازنقطه نظر کاربرداستراتژی های  فراشناختی وجود ندارد و 2) ارتباط معنی داری بین انگیزش زبان آموزان واستفاده از استراتژی های فراشناختی وجود ندارد .از میان زبان آموزان سطوح پیشرفته و متوسط جهاددانشگاهی کرمانشاه, 100 زبان آموز بین سنین 16تا 24 سال جهت شرکت دراین تحقیق انتخاب شده اند.داده ها از طریق نسخه ی تغییریافته ی بخش درک مطلب آزمون FCE  نسخه ی تغییریافته ی بخش درک مطلب آزمون PET  پرسشنامه ی استراتژی های فراشناختی ( Taraban, 2006) و یک پرسشنامه ی  انگیزش بر گرفته از گاردنر (1985) بدست آمده است.داده ها تحت آزمون t-test و تجزیه و تحلیل همبستگی قرار گرفتند. نتایج بیانگر این موارد بودند:1)تفاوت معناداری بین دو گروه در زمینه ی استفاده از استراتژیهای فراشناختی وجود دارد. به عبارت دیگر زبان آموزان با مهارت خواندن بالادراین زمینه برتری دارند و 2)  ارتباط معنی داری بین انگیزش زبان آموزان واستفاده از استراتژی های فراشناختی وجود دارد.   Manuscript profile
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  4 - بررسی سودمندی دستورالعمل استراتژی فراشناختی برای بهبود استقلال زبان آموزان
  Fatemeh Jafari Nasser Ghafoori Shima Ahmadiazad
  10.30495/jfl.2023.706389
  پژوهش حاضر تلاشی برای تعیین تأثیر آموزش راهبرد فراشناختی پیشگیرانه و عطف به گذشته بر استقلال فراگیران ایرانی ESP انجام داده است. علاوه بر این، تلاش شد تا میزان تأثیر متقابل بین این آموزش و شرایط آموزش پیشگیرانه/عقب‌گرد بر استقلال این فراگیران در دوره‌هایشان را بررسی کند More

  پژوهش حاضر تلاشی برای تعیین تأثیر آموزش راهبرد فراشناختی پیشگیرانه و عطف به گذشته بر استقلال فراگیران ایرانی ESP انجام داده است. علاوه بر این، تلاش شد تا میزان تأثیر متقابل بین این آموزش و شرایط آموزش پیشگیرانه/عقب‌گرد بر استقلال این فراگیران در دوره‌هایشان را بررسی کند. بدین منظور، پژوهشگران ابتدا 168 نفر از فراگیران ESP سطح متوسط را از بین فراگیران ESP دانشگاه آزاد اسلامی (واحد تبریز) به عنوان شرکت کننده انتخاب کردند. ثانیاً شرکت کنندگان را به صورت غیرتصادفی در چهار گروه شامل گروه آزمایشی پیشگیرانه، گروه آزمایشی عطف به گذشته، گروه کنترل پیشگیرانه و گروه کنترل عطف به گذشته قرار دادند. سوم، محققان پیش آزمون خودمختاری را برای همه گروه ها اجرا کردند. چهارم، آنها از سیستم مدیریت یادگیری Adobe Connect برای ارائه گروه آزمایشی پیشگیرانه و گروه آزمایشی عطف به گذشته درمان های مربوطه خود را در ده جلسه استفاده کردند. با این وجود، آنها از تکنیک های آموزش زبان سنتی برای ارائه آموزش به گروه های کنترل استفاده کردند. پنجم، محققان پس آزمون خودمختاری مطالعه را برای شرکت کنندگان پس از پایان جلسات درمانی اجرا کردند. در نهایت از SPSS 24 برای تجزیه و تحلیل داده ها استفاده کردند. نتایج نشان داد که آموزش راهبرد فراشناختی استقلال شرکت کنندگان را بهبود می بخشد. علاوه بر این، شرایط دستورالعمل عطف به ماسبق موثرتر از شرایط پیشگیرانه بود. علاوه بر این، تعامل بین آموزش راهبرد فراشناختی و شرایط عطف به ماسبق تأثیر مثبت معناداری بر رشد خودمختاری فراگیران داشت. نتایج ممکن است به مربیان معلم ESP، طراحان برنامه درسی و مربیان اصول راهنما را در مورد آموزش راهبرد فراشناختی ارائه دهد.  Manuscript profile
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  5 - A Meta-Analysis of the Relationship Between Self-Regulation Learning Strategies and Academic Procrastination
  Javad Mesrabadi Ebrahim Gazidari
  he aim of this study is to combine the results of studies that had been conducted about the effectiveness of self-regulated learning strategies on students'''' academic procrastination. All published studies in Iran from 1990 to 2017 were collected. Based on the quantit More

  he aim of this study is to combine the results of studies that had been conducted about the effectiveness of self-regulated learning strategies on students'''' academic procrastination. All published studies in Iran from 1990 to 2017 were collected. Based on the quantitative findings of 21 selected studies, 48 effect size were obtained according to the inclusion and exclusion criteria. The findings indicated that the mean of the total effect of the studies were -0.78 for the fixed effects model and -0.85for the random effects, both significant at 0.001. As the effect sizes were heterogeneous, gender and research method and education were examined as the mediating variables. The results of two independent t test indicated that the effect size of gender difference was not significant, but the effect size for experimental research was significantly higher than the effect size for correlational research. Also, the effect size for meta-cognitive strategies was more than the effect size for cognitive strategies and resource management. The findings suggest that self-regulated learning strategies significantly reduce students’ procrastination Manuscript profile
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  6 - The Effectiveness of Teaching Self-Regulated Learning Strategies on Academic Procrastination and Its Components
  Fatemeh alsadat Razeghi Hassan Mirzahosseini Majid Majid Zargham Hajebi
  Academic procrastination is a common phenomenon among college students, which is usually accompanied by distressing mental experiences. Procrastination is a form of failure in Self-Regulation. The purpose of this study is practical and the main goal is to investigate th More

  Academic procrastination is a common phenomenon among college students, which is usually accompanied by distressing mental experiences. Procrastination is a form of failure in Self-Regulation. The purpose of this study is practical and the main goal is to investigate the effectiveness of ‘self-regulation learning strategies training’ on reducing academic procrastination and its components in graduate students. The researcher's hypothesis was a positive predictor of this effectiveness. In terms of method, the research was a quasi-experimental with a pretest-posttest design with a control group. The population consisted of all postgraduate students in the University of Science and Research in the second semester in 2018-2019. Based on cluster sampling, 30 subjects were selected and randomly assigned into experimental (15) and control (15) groups. The experimental group had eight sessions of self-regulated learning strategies (8 sessions of 120 minutes). Solomon and Rothblum academic procrastination scale (1984) and Pentrich self-regulation learning strategies (2003) were used to gather data. The data were analyzed by analysis of covariance. The results indicated that the research hypothesis of effectiveness of self-regulation learning strategies training on academic procrastination and its components in graduate students and participants of the experimental group in comparison with the control group, in posttest had a significantly less academic procrastination (P<0.01). So, we can conclude that self-regulation learning strategy training has a significant effectiveness on decreasing the academic procrastination of graduate students, they can overcome exam and homework procrastination. They can also allocate important time and resources to accomplish a scientific project and reduce their procrastination. Manuscript profile