The Effect of Metacognitive Skills Training on Study Skills and Academic Emotions of 10th Grade Male Students of Schools in Ardabil

Document Type : Research Article

Authors

Abstract

Purpose: The purpose of the research was the effect of metacognitive skills training on study skills and academic emotions of 10th Grade Male Students of Schools in Ardabil. Method: This research method was a quasi-experimental and pre-test and post-test design with the control group. The statistical population of the study included all 10th-grade male students of Ardabil schools in the academic year of 2017-18, among whom 24 were assigned to the experimental group and 24 were selected for the control group by multi-stage sampling. For data gathering, we used the study skills Questionnaire (SSI) of Dennis Congos and the academic emotion Questionnaire of Pekrun et al. The experimental group received 8 metacognitive training sessions during which the control group did not receive any training. Data were analyzed using multivariate covariance analysis (MANCOVA).
Results: The results showed that metacognitive skills training significantly increased the study skills and its components, in addition to strengthening memory and improving the positive academic emotion and reducing the negative academic emotion among the subjects in the post-test phase. (P

Keywords


اباذری، زهرا و ریگی، طاهره. (1391). «عادات و مهارت‌های مطالعه دانشجویان دانشگاه علوم پزشکی زاهدان»، مجله مدیریت اطلاعات سلامت، 9(6)، 861-848
استیکر، رالف سی. (1377). راه‌های تشویق به مطالعه. ترجمه پروانه ستوده. تهران: هیئت‌امنای کتابخانه‌های کشور.
حسن­زاده، رمضان. (1386). انگیزش و هیجان. چاپ اول، تهران: ارسباران.
دادفر، رضا؛ بازدار، فاطمه؛ نصراللهی، عباس؛ عبدالحسینی و احمدی، وحید. (1393). «بررسی عوامل خانوادگی مؤثر بر افت تحصیلی دانش‌آموزان دختر و پسر سال اول دبیرستان شهرستان دره شهر در سال تحصیلی 91-90». مجله دانشگاه علوم پزشکی ایلام، 21(6)، 231-224.
روحانی، آرمیتا؛ اکبری، مجید و مماوی، طیبه. (1389). «بررسی مهارت‌های مطالعه دانشجویان دندانپزشکی مشهد در سال تحصیلی 88-87». مجله طب و تزکیه، 19(4)، 73-63
سپهریان آذر، فیروزه و اقبالی، امجد. (1394). «رابطه‌ی سبک‌های یادگیری کلب و هیجان‌های مثبت و منفی تحصیلی با یادگیری خودگردان». فصلنامهعلمی-پژوهشی،پژوهشدریادگیریآموزشگاهیومجازی، 2(8)، 30-17
سپهوندی، محمدعلی؛ سبزیان، سعیده؛ گراوند، یاسر؛ بیرانوند، ساناز و پیرجاوید، فاطمه. (1395). «بررسی اثربخشی آموزش تکنیک‌های فراشناختی بر انگیزش پیشرفت و عملکرد تحصیلی دانش‌آموزان دختر شهر اصفهان». مجله رویکردهاینوینآموزشی، 11(1)، 80-63.
سراج خرمی، ناصر و صفاریان، اعظم. (1395). بررسیاثربخشیآموزشمهارت‌هایفراشناختیبرخودکارآمدی دانش‌آموزان دخترپایهششمابتداییشهراصفهان.  کنفرانس ملی دانش و فناوری روانشناسی، علوم تربیتی و جامعه روانشناسی ایران، تهران.
سیف، علی‌اکبر. (1396). روانشناسی پرورشی نوین. تهران: دوران.
سیف، علی‌اکبر. (1395). روش‌های یادگیری و مطالعه. تهران: دوران
شیرازیان، شیوا؛ منصوریان، آرش؛ وطن پور، مهدی و تیرگر، فاطمه. (1394). «بررسی ارتباط مهارت‌های مطالعه دانشجویان دندانپزشکی دانشگاه علوم پزشکی تهران با وضعیت تحصیلی ایشان». مجله دندانپزشکی دانشگاه علوم پزشکی و خدمات بهداشتی، درمانی تهران، 28(3)، 246-239.
کدیور، پروین، کاوسیان، جواد، فرزاد، ولی‌الله و نیکدل، فریبرز. (1388). «رواسازی پرسشنامه هیجان­های تحصیلی پکران». فصلنامه نوآوری­های آموزشی، 32(8)، 56-42
کریمی عموقین، جواد؛ فتح‌آبادی، جلیل؛ پاکدامن، شهلا و شکری، امید. (1393). «فراتحلیل یافته‌ها در زمینه‌ی اثربخشی آموزش راهبردهای فراشناختی یادگیری بر بهبود عملکرد تحصیلی». فصلنامهمطالعاتاندازه‌گیریوارزشیابیآموزشی، 4(8)، 160-139.
گلشن فومنی، محمد رسول. (1396). جامعه‌شناسی آموزش‌وپرورش. تهران: دوران
گیج، ناتانیل لیز (1917). مبانی علمی هنر تدریس. ترجمه مهرمحمدی، محمود (1384)، تهران: سمت.
نادری، عزت‌الله و سیف نراقی، مریم. (1386). روش‌های تحقیق و چگونگی ارزشیابی آن در علوم انسانی. تهران: ارسباران.
نوری، عابد؛ ثناگو، اکرم؛ ادیب، مهین و جویباری، لیلا. (1395). «اثربخشی آموزش راهبردهای فراشناخت بر میزان آگاهی‌های فراشناختی و عملکرد تحصیلی دانشجویان». مجلهراهبردهایتوسعهدرآموزشپزشکی، 3(1)، 19-11.
Alci, B., Yuksel, G. (2012). “An examination into self-efficacy, Metacognition and academic performance of pre-service ELT students: Prediction and Difference”, Kalem Egitim ve Insan Bilimleri Dergisi, 2(1), 143-165.
Artino, A. R., Jones, K. D. (2012). “Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning”. Internet and Higher Education, 15, 170-175.
Babu, Sateesh G, and Suresh S. (2012). “Meta-cognitive neural network for classification problems in a sequential learning framework”. Neurocomputing, 81, 86-96
Balikcioglu, Gülin & Efe, Tuba. (2016). The Role of Metacognitive Activities on University Level Preparatory Class EFL Learners’ Reading Comprehension, International Conference on Teaching and Learning English as an Additional Language, 14-17 April 2016, Antalya, Turkey.
Blakey, E, Spence Sh. Developing Metacognition. [On Line]. (2012). Available from: http://www.eric.ed.gov/PDFS/ED327218.pdf.
Brown, S. D., Tramayne, S., Hoxha, D., Telander, K., Fan, X., & Lent, R. W. (2010).”Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis”. Journal of Vocational Behavior, 72(3), 298-308.
Buric, I. & Soric, I. (2014). “The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement”. Journal of Learning and Individual Differences, 22(4), 523-529.
Catalano, A. (2017). Development and Validation of the Metacognitive Strategies for Library Research Skills Scale (MS-LRSS). Available: https://doi.org/10.1016/j.acalib.2017.02.017Get rights and content.
Chen, ML. (2009). “Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as origin language learners”. Learning and Individual Differences, 19(2), 304-308.
Chiu, M. M., Yin Chow, B. W. Y., McBride, C. C. (2007). “Universals and specifics in learning strategies:Explaning adolescent mathematics, science and reading achievements across 34 countries”. Learning and Individual Differences, 17(4), 344-365.
Congos, Dennis H. (2008). Certified Supplemental Instruction Trainer. University of Central Florida, Orlando. [Cited 2009 MAY 10]. Available from: http://www.docstoc.com/docs/3160859/Study_Skills_Inventory.
Cooper, S. S., Metacognition in Adult Learner. [On Line]. (2012). Available from: http://www.lifecirclesinc.com/Metacognition.html.
Flavell, J. H. (1979). “Metacognition and cognitive monitoring”. American Psychologist, 91(56), 369-355.
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). “Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms”. Learning and Instruction, 1, 478-493
Goetz, T. &. Frenzel, A. & Hall, N. & Pekrun, R. (2008). “Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment”. Contemporary Educational Psychology, 33, 9-33.
Goetz, T. (2004). Emotionales Erleben und selbstreguliertes Lernen bei Schülern im Fach Mathematik [Students emotions and self-regulated learning in athematics]. Munich, Germany: Utz.
Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). “The domain pecifficity of academic emotional experiences”, Journal of Experimental Education, 75(1), 5-29.
Hartman, H. J. (2001). Metacognition in learning and instruction theory, research and practice. Dordrecht: Kluwer Academic
Hohn, R. L. (2016). Classroom learning & teaching. Boston, MI: Longman Publishers USA.
Hudson, T. (2007). Teaching second language reading. England: Oxford University Press.
Jager, B., Jansen, M., & Reezigt, G. (2005). “The Development of Metacognition in Primary School Learning Environments”. School Effectiveness and School Improvement, 16(2), 179-196.
Johnson, T. E., Archibald, T. N. and Tenenbaum, G. (2010). “Individual and team annotation effects on students’ reading comprehension, critical thinking, and metacognitive skills”. Computers in human behavior, 26(6), 1496-1507.
Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). “Measuringstudents'' emotions in the early years: The Achievement Emotions Questionnaire Elementary School (AEQ-ES)”. Learning and Individual Differences, 22(2), 190-201.
Liem, A. D.; Lau, S. & Nie, Y. (2009). “The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome”. Contemporary Educational Psychology, 33, 486-512.
Niculescu, A. C., Tempelaar, D., Dailey-Hebert, A., Segers, M., Gijselaers, W., (2015). “Exploring the antecedents of learning-related emotions and their relations with achievement outcomes”. Frontline Learning Research, 3(1), 1-17
Oriol-Granado, Xavier, Michelle Mendoza-Lira,, Carmen-Gloria Covarrubias-Apablaza, and Víctor-Michel Molina-López.(2017). “Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy”, Revista de sicodidáctica/ Journal of Psychodidactics, 22(1), 45-53.
Öz, H. (2016). Metacognitive Awareness and Academic Motivation: A Cross- Sectional Study in Teacher Education Context of Turkey, International Conference on Teaching and Learning English as an Additional Language, 14-17 April 2016, Antalya, Turkey.
Pekrun, R. (2006). “The control–value theory of achievement emotions Assumptions, corollaries, and implications for educational research and practice”. Educational Psychology Review, 18, 315-341.
Pekrun, R., & Perry, R. (2016). Control-value theory of achievement emotions. In R. Pekrun, & L. Linnenbrink-García (Eds.), International handbook of emotions in education (pp. 120-141). New York: Routledge
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). “Boredom in achievement settings: Control–value antecedents and performance consequences of a neglected emotion”. Journal of Educational Psychology, 102, 531-549.
Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P., Perry, R. (2011). “Measuring emotions in students'' learning and performance: The Achievement Emotions Questionnaire (AEQ)”. Contemporary Educational Psychology, 36, 36-48
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2005). “Academic emotions in students self-regulated learning and achievement: A program of quantitative and qualitative research”. Educational Psychologist, 37, 91-106.
Peng, C. (2014). “Self-Regulated Learning Behavior of College Students of Science and Their Academic Achievement”. Journal of Physics Procedia, 33, 1446-1450.
Prus, J., Hatcher, L. & Hope, M. (1995). “The learning and study strategies inventory as a predictor of first year academic success”. Journal of the freshman years Experience; 7, 7-26
RajniSingh, D. (2019). “Influence of metacognitive awareness on engineering students’ performance: a study of listening skills”, Procedia Manufacturing, 31, 136-141.
Sakiz, G. (2007). Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of the Ohio State University.
Schneider, W. (2015). Metacognitive Development: Educational Implications, Available: https://doi.org/10.1016/B978-0-08-097086-8.92011-7.
Skidmore, E. R., Margo, B., Holm, EM., Whyte, M., Amanda Dew, Deirdre Dawson, and James, T. B. (2011). “The feasibility of meta-cognitive strategy training in acute inpatient stroke rehabilitation: case report”. Neuropsychological rehabilitation, 21(2), 208-223.
Wells, A. (2009). Met cognitive therapy for anxiety and depression. New York: The Guilford Press.
Zheng, L., Li, X., Zhang, X., Sun, W. (2019). “The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning”, The Internet and Higher Education, 42, 13-24.