List of Articles Metacognitive skills

• Open Access Article
  • Abstract Page
  • Full-Text
  
  1 - Providing a human capital model in Education of Bushehr city
  Negar Zaeri Faranak Omidian Sepideh Jafari
  The current research was conducted with the aim of providing a model of human capital in education of Bushehr city. Research method in terms of practical-fundamental purpose; In terms of data collection method, it was descriptive-survey and in terms of data type, it was More

  The current research was conducted with the aim of providing a model of human capital in education of Bushehr city. Research method in terms of practical-fundamental purpose; In terms of data collection method, it was descriptive-survey and in terms of data type, it was mixed (qualitative-quantitative). The statistical population of the qualitative part of the research included 20 education experts who were selected in a targeted way. The statistical population of the research in the quantitative part included all secondary school teachers in Bushehr, and 300 people were selected as a sample using Morgan's table and staged cluster sampling. The data collection tool was a semi-structured interview and a researcher-made questionnaire, which was confirmed to be valid and reliable. The method of data analysis in the qualitative part was theoretical coding, and in the quantitative part, one-sample t-tests were used. The results of the research showed that the constituent components of providing the professional human capital model in education of Bushehr city included Cognitive abilities, communication/ethical competencies and metacognitive skills. Finally, a conceptual model was drawn for this research. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - Structural Equation Model of Academic Performance and Academic Success based on Learning Styles and Metacognitive Skills of Reading by Mediating Role of Academic Engagement in Male Students in Secondary Schools
  Abbas Panahande Hossein Davoodi Davood Taghvaie sohrab abdi zarrin
  10.30486/jsrp.2020.1907253.2571
  The purpose of this study was to determaine the structural equation model of academic prformance and academic success based on learning styles and metacognitive skills of reading by mediating role of academic engagement in male students in the secondary schoos. The stat More

  The purpose of this study was to determaine the structural equation model of academic prformance and academic success based on learning styles and metacognitive skills of reading by mediating role of academic engagement in male students in the secondary schoos. The statistical population consisted of all male students of secondary schools in Isfahan city in academic year of 2019-20. By using of cluster sampling method, 225 male students were selected as the sample. Participants responded to Fam & Taylor's (1999) Academic Performance Questionnaire, Felder & Slomon's (1996) Learning Styles Questionnaire, Friedrichs et al.'s (2004) Academic Engagement Questionnaire, and Metacognitive Reading Strategies Inventory (Mokhtari & Reichard, 2002). Academic grade point average was used as a criteria for academic success. Evaluation of the proposed model was performed using structural equation modeling by software of Amos-24. The results showed that the direct effect of input learning style, metacognitive skills of reading and academic engagement on academic performance (p<0.001), direct effect of cognitive learning style, metacognitive skills of reading and academic engagement on academic success (p<0.001) and direct effect of cognitive learning Intuitive and metacognitive skills of reading significant on the academic engagement (p<.001). Indirect coefficients also showed that perceptual and processing learning style through academic engagement had a significant indirect effect on academic performance and success(p<0.001). Therefore, the role of learning styles, metacognitive skills of reading and academic engagememt on academic performance and academic success are important. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  3 - The Relationship between Mental Well-Being, Metacognitive Skills and Ambiguity Tolerance with Creativity in Ahvaz Azad University Students
  najme farhadi birgani alireza heidarie
  Abstract The purpose of this study was to investigate the relationship between subjective well-being, meta-cognitive skills and tolerance of ambiguity with creativity in Ahwaz Azad University students. This research is descriptive and correlated. The statistical populat More

  Abstract The purpose of this study was to investigate the relationship between subjective well-being, meta-cognitive skills and tolerance of ambiguity with creativity in Ahwaz Azad University students. This research is descriptive and correlated. The statistical population of this study was all students of Ahwaz Azad University. Samples are randomly categorized among them. The specimen was determined using the Morgan table. Then, through Abedi's inventory questionnaire (1993), a researcher-made questionnaire on cognitive and meta-cognitive skills (Arjomand, (2010), Kayez Subjective Welfare Questionnaire and Magharmo (2003), McLane II Questionnaire (MSTAT-II) McLane (1993) Were studied. The results showed that there is a significant relationship between mental well-being, metacognitive skills and tolerance of ambiguity with creativity in students. Also, the results of regression showed that the prediction of student criminality on the variables of mental well-being, metacognitive skills and tolerance of significant ambiguity.Key words: Subjective well-being - Metacognitive skills - Tolerance of ambiguity-CreativityKey words: Subjective well-being - Metacognitive skills - Tolerance of ambiguity-Creativity Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  4 - Identifying and Validating the Components of Teaching Metacognitive Skills based on Quantum Thinking to Student Teachers
  Azam Karimi gholtash Qholtash Aliasghar Mashinchi
  10.30495/educ.2023.1984596.2981
  This research was conducted with the aim of identifying and validating the components of teaching metacognitive skills based on quantum thinking to student teachers. The present research method is mixed (exploratory qualitative and survey quantitative). In the qualitati More

  This research was conducted with the aim of identifying and validating the components of teaching metacognitive skills based on quantum thinking to student teachers. The present research method is mixed (exploratory qualitative and survey quantitative). In the qualitative part, the researcher identified the effective components by comparative content analysis method ((review of related research in the last 15 years) and then validated them in the quantitative part. The research area of the qualitative section includes all the papers listed in reliable scientific databases such as Emerald Insight, Science Direct, Wiley Online publications ,…) which used the purposeful sampling method. The statistical population in the quantitative section included students (student teachers) of Farhangian University of Shiraz who were selected by available sampling method. The tool for collecting information in the qualitative part was to take a sample of relevant relevant articles and in the quantitative part to use a questionnaire tool. To analyze the data, systematic content analysis was used in the qualitative part and confirmatory factor analysis was used in the quantitative part with the help of SMART PLS software. The findings showed that 33 components are effective, and these components were classified into 8 dimensions. These dimensions included the use of information technology, interaction with scientific centers, evaluation methods, macro policy, metacognitive curriculum content and quantum thinking, teaching and learning processes, psychological foundations, and characteristics of adopters. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  5 - The Effect of Metacognitive Skills Training on Improving Creativity and Academic Performance of High School Students
  Mahsa Keyvani Asgar Jafari
  The Present study aimed at determining the effect of metacognitive skills training on improving creativity and academic performance of high school students in Tabriz. It was a semi-experimental research with pretest-posttest and control group. 30 students were selected More

  The Present study aimed at determining the effect of metacognitive skills training on improving creativity and academic performance of high school students in Tabriz. It was a semi-experimental research with pretest-posttest and control group. 30 students were selected through multiple cluster sampling and randomly assigned in two experimental and control groups. Only the experimental group received explicit instruction on metacognitive strategies. The data were collected by Dortaj’s questionnaire of academic performance and Abedi’s questionnaire of creativity. To analyze the data, the analysis of Cavariance was used. The results indicated that interventions based on meta cognitive skills training can significantly increase the components of creativity and academic performance including self-efficacy, planning and emotional effects but not losing control and motivation (P<0.01). The Results provide some evidence that metacognitive skill training is appropriate for increasing creativity and recovering students’ academic performance. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  6 - رابطه مهارت‌های فراشناختی و پیشرفت تحصیلی دانشجویان دانشگاه آزاد اسلامی
  محمد صالحی فرزانه میرزاخانی
  هدف این پژوهش بررسی رابطه‌ی بین مهارت‌های فراشناخت و این پژوهش بر پیشرفت تحصیلی دانشجویان می‌باشد. روش پژوهش توصیفی از نوع همبستگی است. جامعه‌ی آماری کلیه‌ی دانشجویان دانشگاه آزاد اسلامی واحد ساری که به تعداد 9543 نفر می‌باشند که با توجه به جدول کرجسی و مورگان 363 نفر ب More

  هدف این پژوهش بررسی رابطه‌ی بین مهارت‌های فراشناخت و این پژوهش بر پیشرفت تحصیلی دانشجویان می‌باشد. روش پژوهش توصیفی از نوع همبستگی است. جامعه‌ی آماری کلیه‌ی دانشجویان دانشگاه آزاد اسلامی واحد ساری که به تعداد 9543 نفر می‌باشند که با توجه به جدول کرجسی و مورگان 363 نفر به عنوان نمونه آماری به روش تصادفی طبقه‌ای انتخاب شدند روایی پرسشنامه راهبردهای فراشناخت با نظر متخصصان تأیید شد و پایایی آن بر اساس ضریب آلفای کرونباخ 87/0 به دست آمد.برای پیشرفت تحصیلی معدل کل دانشجو در نظر گرفته‌‌شد. برای تجزیه و تحلیل داده‌ها از روش‌های آمار توصیفی و استنباطی آزمون همبستگی پیرسون و رگرسیون با نرم افزار spss انجام شد. نتیجه اینکه بین استفاده از راهبردهای فراشناختی و هریک از مؤلفه‏های آن (دانش و کنترل خود، دانش و کنترل فرآیند-برنامه ریزی، دانش و کنترل فرآیند-ارزشیابی، دانش و کنترل فرآیند-نظم دهی) با پیشرفت تحصیلی (معدل کل) رابطه ی معنادار وجود دارد و استفاده از هر یک از این راهبردها موجب افزایش عملکرد تحصیلی می شود. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  7 - Investigating and ranking effective factors and components on the implementation of Teaching Metacognitive Skills based on Quantum Thinking (quantum thinking)
  Abbas Qholtash Azam Karimi Aliasghar Mashinchi
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  8 - Effectiveness of flipped Classroom on Meta-cognitive Skills and Educational Motivation in Conservatory Students
  zahra vahidi kambiz poushaneh
  AbstractThe purpose of this study is to investigate the effect of flipped classroom on meta-cognitive skills and academic motivation of 11th grade students of conservatory. The method of this study was quantitative and quasi-experiment with the experimental group and on More

  AbstractThe purpose of this study is to investigate the effect of flipped classroom on meta-cognitive skills and academic motivation of 11th grade students of conservatory. The method of this study was quantitative and quasi-experiment with the experimental group and one control group. The statistical population of this study is all of 11th grade students of conservatory in Isfahan(96-97), which has 11766 students in 427 conservatories. Sampling was done using multi-stage cluster random sampling that Sampling was done from 6 districts of Isfahan city that finally the sample size of the study consisted of two groups: a test group of 30 and a control group of 30.The research tool was a standard metacognitive questionnaire for Khorramdel et al And Hartler's Standard(1980-1981) Higher Education Inventoryquestionnaire. The questionnaire was distributed among a number of students for the formal validity of the questionnaires and the validity and reliability of the questions. After ensuring the results, the questionnaires were distributed in the statistical sample. Also, reliability of questionnaires or their reliability was calculated using Cronbach's alpha method. The Cronbach's alpha for the meta-cognitive correlation scale for adolescents using SPSS software was 0.79 and for Hartre's educational motivation questionnaire.92 is obtained The collected data were analyzed by Mancoa test. The results of data analysis showed that using flippedclassroom methods has a significant effect on metacognitive skills and academic motivation of 11th grade students of conservatory of Isfahan's high schools. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  9 - E-portfolio effect on metacognitive skills students fifith grade area of sari
  seyedeh neda bagheri amreh i Vahid Fallah
  In this article, the impact of e-portfolio metacognitive skills of students in the fifth grade area of Surrey has been paid. The aim of this study was to evaluate the effect of The use of e-portfolio metacognitive skills of students. This research method of data collect More

  In this article, the impact of e-portfolio metacognitive skills of students in the fifth grade area of Surrey has been paid. The aim of this study was to evaluate the effect of The use of e-portfolio metacognitive skills of students. This research method of data collection, "descriptive" of Nzrnv "quasi-experimental" and the goal of "use" is. The study population included all students in fifth grade girls two-Surrey area Who are studying in 1395 the number of which is equal to 409 people. The sample size in this study is 40 to 20 students with their teacher portfolio Which uses electronic as well as the experimental group and 20 normal students in group Control was taken. Data were collected in the study of metacognition scale modified for adolescents (MCQ-A) is that its reliability is calculated at 0/79. Frzyh‌Hay test Research and data from the questionnaires using spss software and descriptive and inferential statistics were analyzed. The test used in this study also includes test Kolmogorov - Aspyrnvf to verify the normality of variables and Student's t-test to evaluate the impact of the independent variable on the dependent variables. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  10 - The Comparison of the Effectiveness of Teaching Metacognitive Skills and Positive Adolescent Development on Academic Resilience and Well-Being of Female Students with Behavioral Problems
  Zahra Movahedian Amir Ghamrani Ilnaz Sajadian
  The present study aimed to compare the effectiveness of teaching metacognitive skills and positive adolescent development on aca- demic resilience and well-being of female students with behavioral problems. The research method was quasi-experimental with pre- test-postt More

  The present study aimed to compare the effectiveness of teaching metacognitive skills and positive adolescent development on aca- demic resilience and well-being of female students with behavioral problems. The research method was quasi-experimental with pre- test-posttest design and quarterly follow-up. The statistical population consisted of all students with behavioral disorder at ninth grade in the academic year 2017-2018 at schools in Yazd, which were screened according to Achenbach’s Child’s Behavioral Checklist. Multi-stage random sampling method was used to select the sample and 54 students with behavioral problems were selected and randomly placed in two experimental groups and one control group. The research tools included Achenbach’s Child’s Behavioral Checklist (1991), Academic Resilience Questionnaire (Samuels, 2004) and Academic Well-Being Questionnaire (Pitrinen, Soini & Pyhalto (2014). The two experimental groups were trained with an adolescent positive development training package and metacognitive skills. Analysis of variance with repeated measures was used to analyze the data. The results showed that the adolescent positive development training package and teaching metacognitive skills have positive effect on academic resilience and well-being. The results also showed that there is no significant difference between the effectiveness of the adoles- cent positive development training package and Teaching Metacognitive Skills. The results of this research showed that the use of metacognitive training helps a person to go through a better thinking process when facing problems based on information processing, by decentralizing the problem and its consequences towards self-attention, and also teaching the positive development of adolescence with regard to Involving students increases the capacity and ability of students in facing problems as well as efforts towards success and academic progress. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  11 - Title Comparing the effectiveness of an intervention on healthy lifestyle and metacognitive skills training on students' intelligence beliefs
  vida amirdavar Mojgan Sepahmansour
  10.30495/hpsbjourna.2023.1965292.1175
  abstract The aim of this research was to compare the effectiveness of an intervention based on healthy lifestyle and metacognitive skills training on intelligence beliefs. The research method was semi-experimental with pre-test-post-test-follow-up with a heterogeneous c More

  abstract The aim of this research was to compare the effectiveness of an intervention based on healthy lifestyle and metacognitive skills training on intelligence beliefs. The research method was semi-experimental with pre-test-post-test-follow-up with a heterogeneous control group. The research population consisted of all the female students of the third year of the second year of high school in Yekshahr district of Tehran who were studying in 2018-2019. The research sample included 45 people. In the research, they were selected by voluntary sampling or random replacement sampling, and in two experimental groups and a follow-up control group, they answered the questionnaire of the implicit theory of intelligence of Abdul Fattah Waits (2006).Control of intelligence beliefs with healthy lifestyle training compared to the control group of incremental belief component Intelligence (P>0.05), F = 4.61 (56 and 2) contrary to the inherent belief of intelligence (<0.05, 1.28 = (56 and The level of 0.05 has influenced the training of metacognitive skills compared to the group Controlling the incremental belief component of intelligence (>0.05) P, F = (56 and 2) 4.81 at a significance level of 0.05 and belief Inherent intelligence has influenced P (>0.01), F = (56 and 2) 6.33 at the level of 0.01. It was concluded that between the effect of healthy lifestyle education and metacognitive skills education There is no difference in intelligence beliefs among students Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  12 - The Effect of Transitional Leadership Justice on Improving Metacognitive Skills of Kamyaran City Students
  HAMED SAGHAFI rahim rahmani
  In this research, the effect of transformational leadership and cognitive skills improvement among students in the city of Kamyaran has been investigated. Independent variable is transformational leadership research, dependent variable of research, improvement of metaco More

  In this research, the effect of transformational leadership and cognitive skills improvement among students in the city of Kamyaran has been investigated. Independent variable is transformational leadership research, dependent variable of research, improvement of metacognitive skills and intermediary variables of research, intercourse justice and distributive justice. The type of research method is descriptive-correlational, field information gathering method and data gathering tool of the questionnaire. The statistical population in this study is the students of Kamyaran city which is 500 people. The sample size according to the Morgan table is 217 people. The sampling method will also be simple random. The obtained data were analyzed by SPSS software using a questionnaire. In order to analyze the information, frequency distribution tables for individual variables and respondents were used. Then, Cronbach's alpha coefficient was used to examine the reliability of the Pearson research and questionnaire to examine the relationship between the variables of the research and the multivariate regression test to examine the simultaneous effect of the independent variables On the dependent variable. The results of the research showed that there is a significant relationship between transformational leadership and meta-cognitive skills improvement. There is a meaningful relationship between transformational leadership and distributive justice. There is a meaningful relationship between transformational leadership and intercourse justice. There is a significant relationship between distributive justice and metacognitive skills improvement. Manuscript profile