جستجوی مقالات مرتبط با کلیدواژه « راهبردهای فراشناختی » در نشریات گروه « فناوری اطلاعات »

The purpose of the present research was to investigate the relationship between conceptions of learning with cognitive and metacognitive strategies, and identifying the relative contribution of each of them in predicting learning strategies approaches by virtual space and real space learners and these two groups were compared. Correlational research method was used in this study. The statistical population of this research included staff of professional and technical centers to be fitted that taught ICDL skill. The size of this population was approximately 18000 people due to the high volume that fitted the community of available sampling methods were used. In order to find this, based on Krejcie and Morgan table, 376 employees of the professional and technical centers who had been earlier taught ICDL skill and had the bachelor and Master degree were chosen as sample. The data collection tools were the Karami learning strategies and Conceptions of Learning, after confirming the validity and reliability were used. Data were analyzed using multiple regression test, two independent samples t test and Correlation coefficient. Results indicated that there was significant difference between cognitive and metacognitive, and conceptions of learning by virtual space and real space learners. Results indicated that learning as a duty, remembering and personal change was the meaningful predicting factors of cognitive and metacognitive approaches by virtual space and real space learners. As well as those who were trained in the virtual environment, the amount of cognitive and metacognitive strategies of more use.

This study aimed to determine the relationship between personality characteristics and metacognitive strategies of student-teachers with their computer self-efficacy in 2015. The study was descriptive and correlational. The statistical population, including 953 student-teachers was discontinuous Bachelor's degree in Shahid Rajaee Teacher Training University. Among them, 280 were selected by Stratified random sampling according to their field of study, including the areas of social studies, Persian literature, mathematics, Arabic literature, educational affairs and English literature. Data collection instrument included Murphy computer self-efficacy, NEO Personality Characteristics Inventory and ONeill-Abedi metacognitive questionnaire. Data were analyzed using descriptive statistics and inferential statistics, including multiple regression. Results of enter regression showed that neuroticism and agreeableness has negative relationship with self-efficacy and openness to experience has positive relationship with computer self-efficacy. Regression analysis results showed that the openness to experience has positive relationship with computer self-efficacy. Also, cognitive strategy has a positive relationship with computer self-efficacy.

The aim of the present study was to investigate the relationship between self-efficacy, cognitive meta cognitive strategies with academic achievement among students - high school boys nomads of Fars Province. The research method is descriptive – correlational. The population of this study, all high school students nomads of of Fars province is in the 90-91 school year were enrolled. Cluster sampling method were enrolled a sample size of 322 people. The data gathering tools were includes: Schwarzer and Jerusalem self- efficacy questionnaire, Vahedi cognitive and metacognitive strategies questionnaire. Research data were analyzed using descriptive statistics (mean, frequency, standard deviation) and inferential statistics (Pearson correlation, regression and ANOVA test, Scheffe post hoc test and the Kolmogorov - Smirnov test). Data analysis showed that there is a significant positive relationship between self-efficacy and academic achievement. there is a significant positive relationship Between cognitive strategies - cognitive and academic achievement. Also, there is a significant positive relationship between self-efficacy and cognitive -meta cognitive strategies. The regression results also showed that academic self-efficacy variables significantly predicted academic achievement and variables of cognitive and metacognitive strategies is not a good predictor for academic achievement. The results shown between the groups in terms of academic self-efficacy and cognitive strategies according to the different levels of education and fields of study, no significant differences have been observed. But between the groups in terms rate metacognitive strategies according to the different levels of education and fields of study there are significant differences.