Development of a Model of Self-motivated Learning in Design Based on Cognitive Knowledge and Information Processing Style with a Mediating Role of Attitude to Architecture

Self-motivated strategies, as one of the main components affecting learning, can be affected by cognitive knowledge and information processing style. The current research aimed to compile a model of self-motivated learning in a design workshop based on cognitive knowledge and information processing style with the mediating role of attitude towards architecture. The current research sought to answer the main question of how to predict self-motivation in design learning based on cognitive knowledge and information processing style with the mediating role of students' attitudes towards architecture in the design workshop. This research was of correlational type in the form of a structural equation model. The statistical population of this research included all architecture students of Kermanshah universities in the academic year of 2022-2023. 486 students were selected as a sample in a purposeful and available manner according to the research plan. Data collection was carried out with the help of questionnaires on learning spontaneity, cognitive ability, cognitive processing style and attitude questionnaire towards the field of architecture. Structural equation modelling was used to analyze the data. The results of the findings showed that the model of the relationship between information processing styles and cognitive knowledge with self-motivated learning and the mediation of attitude towards the field of study is a good fit, and information processing styles and cognitive knowledge can predict spontaneity in learning. Furthermore, the results showed that the experimental style of information processing has a negative and significant relationship with the attitude towards the field of study.