The Effectiveness of Instruction Program Based on Generative Learning Theory on Cognitive and Meta Cognitive Self-Regulation and Motivational Beliefs

he aim of this study was to determine the effectiveness of generative instruction based on generative learning theory on cognitive and metacognitive self-regulation and motivational beliefs of 7th grade students. The study design was quasi-experimental with pretest- posttest and control group.100 students among 7th grade students in Hamedan were selected using accessible sampling method and randomly, divided into the experimental group (50 students) and the control group (50 students). The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & Degroot, 1990) was administered before and after the implementation of the generative instruction program. The data were analyzed using multivariate analysis of covariance (MANCOVA). The findings showed that generative instruction program could predict 44% of cognitive regulation changes, 32% of metacognitive regulation changes and 39% of motivational self-regulation changes.According to the findings, it can be concluded that generative instruction affects cognitive and metacognitive self-regulation and motivational beliefs