The Relationship between the Perception of Learning Environment and Academic Buoyancyt through Mediating cognition, metacognition, achievement motive and self-efficacy among students

Document Type : Research Article

Authors

1 Departman of education sciences-faculty of humanity sciences-hakimsabzevari univercity-sabzevar-iran

2 phD student of Education Adminstration, Allameh Tabatabyi University,Tehran, Iran

Abstract

Purpose: The purpose of this study is possibility of predicting the Academic Buoyancy of students based on their perceptions of the learning environment by examining the mediating role of cognitive, metacognitive, motivation and academic self-efficacy.
 Method: Research method is a correlation and the participants included 320 students of Allameh Tabatabai University in Tehran that were selected by random cluster sampling. Academic Buoyancy Martin & Marsh(2006), Dundee Ready Educational Environment Measure (DREEM, 1997) cognitive & metacognitive, Dowson & Mcinerney(2004) achievement motive Hermans (1970) and self-efficacy Sherer and el(1982) questionnaires were used. Psychometric assessment characteristics such as reliability and validity were evaluated and the adequacy of data collection tool was desirable. In general results of statistical analysis showed that the standardized coefficient of the direct effects perceptions of the learning environment on cognitive, metacognitive, motivation and academic self-efficacy for 99% confidence level and direct effects perceptions of the learning environment, cognitive, metacognitive, motivation and academic self-efficacy on Academic Buoyancy The 95% confidence level were significant.
Conclusion: Generally, the findings show the role of perception from the learning environment in promoting cognition, metacognition, achievement motive and self-efficacy in order to achieve Academic Buoyancyt.
 

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 5, Issue 9
February 2018
Pages 189-212

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