The Effectiveness of Strategic Training Thinking on Motivational Beliefs and Perceptions of Classroom Environment on Primary School Students

The purpose of this study was to determine the effectiveness of strategic training thinking on motivational beliefs and perceptions of the classroom environment of elementary students.The research method was semi-experimental and its design was pre-test and post-test with control group. The population of the study consisted of all 5th grade elementary school students in Marand city. The sample group was selected using cluster random sampling. The subjects of this study were 64 people who were randomly assigned to the experimental group (32 persons) and control (32 persons). The intended educational content was a package of strategic training thinking and colleagues.The experimental group received 16 sessions of 50 minutes of strategic thinking instruction, and the control group did not receive any training on thinking and did not go through the normal course of the class. To measure students 'motivational beliefs, Pintrich and De Groot self-regulation self-regulation self-regulation questionnaires were used and the Perceptual Scale of the Jennetry, Gable and Riza classes was used to measure students' perceptions of the classroom environment. Motivational beliefs and perceptions of students' classroom environment were evaluated in two stages: pre-test and post-test. Research hypotheses were analyzed by covariance analysis The findings of the research showed that there is a significant difference between the mean scores of motivational beliefs and perceptions of students' classroom environment in the experimental and control groups. In general, it can be stated that thinking teaching to students can strengthen motivational beliefs and perceptions of their classroom environment