Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation
Message:
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
Background and Aim

Variables such as academic motivation are among the factors that have attracted the attention of education specialists and psychologists; Therefore, the current research was conducted with the aim of comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation.

Method

The present study was a semi-experimental study with a pre-test and post-test design and a follow-up with a control group. The statistical population of the present study was made up of all secondary school students of the second year of Kashmar city; And the research sample included 45 subjects who were selected by multi-stage cluster sampling method and were randomly divided into three groups: experimental 1 (15 people), experimental 2 (15 people) and control (15 people). Wallerand et al.'s (1992) academic motivation questionnaire was used to collect information. For the statistical analysis of the data, multivariate analysis of variance with repeated measurements was used with the help of SPSS software.

Results

The results showed that self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions have a significant effect on students' academic motivation (P<0.01). There is no statistically significant difference between the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. In the follow-up phase, the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on academic motivation has continued.

Conclusion

Therefore, self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions are an effective method in students' academic motivation.

Language:
Persian
Published:
Journal of adolescent and youth psychological studies, Volume:2 Issue: 1, 2021
Pages:
418 to 431
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