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Volume 21, Issue 3 (Autumn 2019)
Advances in Cognitive Sciences 2019, 21(3): 31-41 |
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Ghadampour E, Beiranvand K. Effect of cognitive and metacognitive learning strategies training on academic procrastination and self efficacy in students. Advances in Cognitive Sciences 2019; 21 (3) :31-41
URL: http://icssjournal.ir/article-1-892-en.html
URL: http://icssjournal.ir/article-1-892-en.html
1- Associate Professor in Educational Psychology, Department of Psychology, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran
2- MS in Educational Psychology, Department of Psychology, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran
2- MS in Educational Psychology, Department of Psychology, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran
Abstract: (4452 Views)
Introduction: The procrastination is a common failure in self-regulation. Students who consider themselves efficient, use cognitive and metacognitive learning strategies more and make more effort to do their assignments. The aim of this study was to investigate the effect of cognitive and metacognitive learning strategies on academic procrastination and self-efficacy of students.
Methods: The research method was semi-experimental and its design was pretest, post-test with control group and follow-up stage. The statistical population comprised all middle school students in the city of Khorramabad, in the academic year of 2015-2016, among whom 30 students having academic procrastination (score≥30) were selected through the step random sampling method. Then, with semi-experimental method, the students were divided into two groups: exprimental (15 students) and control (15 students). The students in exprimental group received the training of cognitive and metacognitive learning strategies for 90-min eight sessions (once a week). The data were obtained by using the Savari Academic Procrastination Questionnaire and Sherer and Maddox General Self-efficacy Scale and the multi-variable covariance analysis (MANCOVA) was applied to analyze the data.
Results: The results showed that cognitive and metacognitive learning strategies training reduced significantly academic procrastination and increased self-efficacyy in the exprimental group towards the control group (P>0.001). Also, this effect continued until the follow-up phase.
Conclusion: Based on the research results, it can be said the training of the cognitive and metacognitive learning strategies has a beneficial effect on decreasing academic procrastination and increasing self-efficacy among female students.
Methods: The research method was semi-experimental and its design was pretest, post-test with control group and follow-up stage. The statistical population comprised all middle school students in the city of Khorramabad, in the academic year of 2015-2016, among whom 30 students having academic procrastination (score≥30) were selected through the step random sampling method. Then, with semi-experimental method, the students were divided into two groups: exprimental (15 students) and control (15 students). The students in exprimental group received the training of cognitive and metacognitive learning strategies for 90-min eight sessions (once a week). The data were obtained by using the Savari Academic Procrastination Questionnaire and Sherer and Maddox General Self-efficacy Scale and the multi-variable covariance analysis (MANCOVA) was applied to analyze the data.
Results: The results showed that cognitive and metacognitive learning strategies training reduced significantly academic procrastination and increased self-efficacyy in the exprimental group towards the control group (P>0.001). Also, this effect continued until the follow-up phase.
Conclusion: Based on the research results, it can be said the training of the cognitive and metacognitive learning strategies has a beneficial effect on decreasing academic procrastination and increasing self-efficacy among female students.
Type of Study: Research |
Subject:
Special
Received: 2018/09/4 | Accepted: 2019/04/8 | Published: 2019/12/21
Received: 2018/09/4 | Accepted: 2019/04/8 | Published: 2019/12/21
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