Volume 32, Issue 1 (3-2025)
RJMS 2025, 32(1): 1-13 |
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Research code: مقاله مستخرج از رساله دکتری
Ethics code: R.IAU.SHK.REC.1401.116
Clinical trials code: مقاله مستخرج از رساله دکتری
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Mohamadi B, Ghazanfari A, Sharifi Ardani T. Comparing the Effectiveness of Group Training of Self-Regulation Learning Strategies and Critical Thinking on the Motivational Beliefs of Female Students. RJMS 2025; 32 (1) :1-13
URL: http://rjms.iums.ac.ir/article-1-8384-en.html
URL: http://rjms.iums.ac.ir/article-1-8384-en.html
1- PhD Student, Department of Psychology, Shahrekord Branch, Islamic Azad Univrsity, Shahrekord, Iran
2- Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad Univrsity, Shahrekord, Iran ,aghazan5@yahoo.com
3- Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad Univrsity, Shahrekord, Iran
2- Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad Univrsity, Shahrekord, Iran ,
3- Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad Univrsity, Shahrekord, Iran
Abstract: (585 Views)
Background & Aims: It is no secret that one of the important pillars of the growth and excellence of any country is the education system, and without a doubt, one of the priorities of various societies around the world. The teacher and the learner are two very important pillars of the education system, and the interaction and mutual relationship between the two can lead society to greater progress. Therefore, it is very important to pay attention to the psychological characteristics of learners. The teacher must be able to help improve the school's well-being indicators in students by providing a safe environment, and the school must also be an environment that has a positive impact on the vitality and fulfillment of the psychological needs of students, especially during adolescence, by creating a favorable and intimate atmosphere. The goal of any educational system is the all-round development and advancement of students in cognitive, emotional, and psychomotor areas. Students, as the future builders of any country, constitute an important segment of society. One of these important factors is students' motivational beliefs. Motivational beliefs are a group of personal and social criteria that individuals refer to in order to perform or avoid an action. These beliefs include criteria about individuals' reasoning for choosing methods of completing tasks and are influenced by the consequences of behavior identification with others and other factors and may change in different situations. 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 1402 There were who were available through the sampling method, 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). motivational beliefs scale was used to measure the dependent variable. Teaching self-regulated learning strategies and teaching critical thinking 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.
Methods: 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 high school students in Baghbahadran in the fall of 2012, from whom 60 were selected and randomly assigned to three groups (20 in each group). The Pintrich and De Groot Motivational Beliefs Scale (1991) was used to measure the dependent variable. Self-regulated learning strategies training (Khanjani et al., 2014) and critical thinking training (Fisher, 2005) were implemented in 8 90-minute sessions each. The data were analyzed through repeated measures analysis of variance with a mixed design and Bonferroni post hoc test.
Results: The results of the present study, considering that the effectiveness of the two training strategies of self-regulated learning and critical thinking on students' motivational beliefs is examined, are expected to be able to improve some of the variables related to the academic performance of learners. It is also expected that by revealing the relationship between the components of critical thinking and self-regulated learning strategies on motivational beliefs, it will provide useful information to parents, teachers, and other education and training professionals so that they can prepare the conditions and situations in such a way that the main goal of education, which is meaningful and real learning and training thoughtful students and ultimately improving the academic performance of learners, is realized.
Conclusion: The results showed that teaching self-regulation learning strategies and critical thinking is effective on students' motivational beliefs. According to the results, it is recommended that self- regulated learning strategies and critical thinking training On students' motivational beliefs be used in schools by counselors.
Methods: 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 high school students in Baghbahadran in the fall of 2012, from whom 60 were selected and randomly assigned to three groups (20 in each group). The Pintrich and De Groot Motivational Beliefs Scale (1991) was used to measure the dependent variable. Self-regulated learning strategies training (Khanjani et al., 2014) and critical thinking training (Fisher, 2005) were implemented in 8 90-minute sessions each. The data were analyzed through repeated measures analysis of variance with a mixed design and Bonferroni post hoc test.
Results: The results of the present study, considering that the effectiveness of the two training strategies of self-regulated learning and critical thinking on students' motivational beliefs is examined, are expected to be able to improve some of the variables related to the academic performance of learners. It is also expected that by revealing the relationship between the components of critical thinking and self-regulated learning strategies on motivational beliefs, it will provide useful information to parents, teachers, and other education and training professionals so that they can prepare the conditions and situations in such a way that the main goal of education, which is meaningful and real learning and training thoughtful students and ultimately improving the academic performance of learners, is realized.
Conclusion: The results showed that teaching self-regulation learning strategies and critical thinking is effective on students' motivational beliefs. According to the results, it is recommended that self- regulated learning strategies and critical thinking training On students' motivational beliefs be used in schools by counselors.
Type of Study: Research |
Subject:
Clinical Psychiatry
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