Investigating the Relationship between Cognitive Activation and Cognitive Learning Strategies with the Mediating Role of Academic Self-Efficacy and Achievement Emotions in students

Document Type : Research Article

Authors

1 Professor of Educational psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran

2 PhD. Student of Educational psychology, Department of Psychology, Faculty of Literature and Humanities, University of Lorestan, Khorramabad. Iran

3 PhD. Student of Educational psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad. Iran

4 Master's student, General Psychology, Department of Psychology, Lorestan University, Khorramabad, Iran

Abstract

Objective: In today's era, one of the main concerns of educational systems is students' achievement of deep and meaningful learning. In this regard, this research was conducted with the aim of investigating the relationship between the cognitive activation and cognitive learning strategies with the Mediating Role of Mediating of Academic Self-Efficacy and achievement emotions in students.
Methods: The current of research is basic in terms of purpose and in terms of the type of survey method of research was descriptive type of correlational and and specifically of the structural equation modeling type. The statistical population in the research included all students of Lorestan University in the academic year 2022-2023 in the number of 4439, of which 400 people were cluster randomly as a sample. In this Research, motivational strategies for learning Pintrich & et al (1991), cognitive activation Fauth & et al (2014), academic self-efficacy Patrick & et al (1997), achievement emotions Pakran & et al (2005) questionnaire were used to collected information. Then, Spss-26 and Amos-24 software, After collecting the data, structural equation modelling was used to test the proposed model and hypothesis as well.
Results: The results showed that cognitive activation has a significant direct effect on the cognitive learning strategies (p<0.01). Also, Academic Self-Efficacy and achievement emotions the has a significant direct effect on the cognitive learning strategies (p<0.01). In addition, cognitive activation has a significant indirect effect on cognitive learning strategies through Academic Self-Efficacy and achievement emotions (P<0.05).
Conclusions: This research confirmed the mediating role of Academic Self-Efficacy and achievement emotions, based on the cognitive activation and cognitive learning strategies.

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Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 12, Issue 23
Autumn & Winter 2024-2025
January 2025

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