Research code: مقاله مستخرج از رساله دکتری
Ethics code: R.IAU.SHK.REC.1401.116
Clinical trials code: مقاله مستخرج از رساله دکتری
Department of Psychology,Shahrekord Branch.Islamic Azad Univrsity,Shahrekord,Iran , aghazan5@yahoo.com
Abstract: (212 Views)
1.Abstract:
The present study was conducted with the aim of comparing the effectiveness of group training of self-regulation learning strategies and critical thinking on the motivational beliefs of female students of the first year of high school. The research method was semi-experimental with a two-month pre-test and post-test design with a control group. The statistical population included female students of the first secondary school in Bagh Bahadran city in the fall of 1401, from among them (350 people), 60 people were selected based on the entry criteria and randomly assigned to three groups (20 people in each group). Pintrich and de Groot's (1991) motivational beliefs scale was used to measure the dependent variable. Teaching self-regulated learning strategies (Khanjani et al., 2013) and teaching critical thinking (Fisher, 2005) each of 8 90-minute sessions. became. The data were analyzed through repeated measures analysis of variance with mixed design and Ben Feroni's post hoc test. The findings showed that the score of the components of motivational beliefs such as self-efficacy, goal orientation and internal valuation in the post-test and follow-up stages in the critical thinking training and self-regulated learning strategies training groups decreased, but the test anxiety score in the post-test and follow-up stages in the groups Education has increased (p<0.0001)). As a result, it is necessary to use the training of self-regulation learning strategies and critical thinking in schools by counselors.
2.Methods
The research was semi-experimental with a pre-test-post-test design and a two-month follow-up period with a control group. The statistical population included 350 female students of the first secondary school in Bagh Bahadran in the academic year of 1402-1401. 60 students were selected from the mentioned statistical population through available sampling, and 20 people were in the first experimental group (the group affected by the teaching of self-regulation learning strategies), 20 people were in the second experimental group (the group affected by critical thinking) ) and 20 people were included in the control group. In the same and simultaneous conditions, the pre-test related to measuring the variable of motivational beliefs was carried out with the Pintrich and de Groot (1991) questionnaire of all three groups. After that, the students of the first experimental group were trained in self-regulated learning strategies (using the instructions of Khanjani et al., 2013). The second experimental group was also trained in critical thinking (using the instructions of Fisher, 2005) Yazdanbakhsh and Momeni (2013) were placed. At this time, the students of the control group did not receive any training.
3.Results
In general, based on the results and based on the combination of open text, it was found that the teaching of self-regulation learning strategies and critical thinking is effective on students' motivational beliefs.
4.Discussion
The results showed that teaching self-regulation learning strategies and critical thinking is effective on students' motivational beliefs. Therefore, it can be said that Internal valuation refers to the concept of the value of the task itself in the eyes of the individual and his internal interest and desire for learning. This structure can be connected with the concept of value in the theory of value expectation and the concept of goal orientation.People with intrinsic value or mastery-oriented people are only looking for increasing competence and mastery in learning, and for this reason, they use self-regulation strategies more than other learners and have more academic progress. Another component of motivational beliefs is self-efficacy. People with high self-efficacy believe that doing their desired tasks is associated with success. People with low self-efficacy feel helpless and unable to exercise control over life events. Increasing self-efficacy increases cognitive involvement and the use of cognitive and meta-cognitive strategies, thus bringing academic progress. Students with self-regulated learning strategies (cognitive strategies and meta-cognitive strategies) prefer to choose assignments that are more challenging in order to learn new content and perform better in comparison with others in the class, paying close attention to the teacher's conversations in the class. Pay attention and answer the questions correctly. In order for students to have high self-efficacy, correct goal orientation, internal evaluation and less exam anxiety, they must be equipped with critical thinking skills. Research shows that thinking training is associated with many positive outcomes.
Ethical Considerations
Compliance with ethical guidelines
All ethical principles were considered in this article. In order to observe the ethical points in the truth, the researcher undertook to keep all the information in the questionnaire confidential. It also provides the results of the research to the respondents.
Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for profit sectors.
Conflicts of interest
The authors declared no conflict of interest.
Type of Study: Research |
Subject:
Clinical Psychiatry
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