نشریه راهبردهای شناختی در یادگیری
پیاپی 1 (زمستان 1392)

The present study aimed Predicting the Metacognitive Awareness and its components based on achievement goals amongst student in Mazandaran University. The research had a descriptive correlation method.

The research sample comprised 300 male students selected by using randomly multi-stage sampling. To assess related variables, Achievement Goals Questionnaire developed by Midgley et al, and Mastery- Avoidance Goal Orientation Sub- scale designed by Andrew et al, as well as Meta cognitive Awareness Inventory made by Schraw and Dennison were used.

The results from research showed that there was a significant positive relationship between achievement goals and meta cognition. Correspondingly, the relationships of meta cognitive components (knowledge of cognition, knowledge of regulation, declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring, information management, debugging and evaluation) with mastery –approach goal orientation and performance –approach goal orientation were found to be significantly positive. Besides, results of the research uncovered that no significant positive link of mastery – avoidance goal orientation with knowledge of cognition, knowledge of regulation, conditional knowledge, monitoring, information management, debugging and evaluation and also that no significant link of mastery – avoidance goal orientation with knowledge of cognition and declarative knowledge were observed. While performance –avoidance goal orientation correlated significantly and positively with meta cognition, knowledge of cognition, procedural knowledge, conditional knowledge, monitoring and evaluation, it showed significantly negative correlation with knowledge of regulation and information management. Additionally, no significant relationship was discovered among performance- avoidance goal orientation, declarative knowledge, procedural knowledge and debugging. The results from multivariate regression analysis proposed that multiple relationships existed between achievement goals (mastery approach, mastery -avoidance, performance - approach and performance – avoidance) and meta cognition. Finally, based on the results provided by the present research, achievement goals variables accounted for approximately 17% of meta cognitive variance.

Based on these findings, there is a relationship between the achievement goals with Metacognition and its components. Also explain the significant variance in the achievement goals of Metacognition.

The present study compares the performance of executive function) reaction time, response inhibition, sustained attention and working memory (in Students with Dyscalculia disorder and normal counterparts. The sample consisted of 30 Students with Dyscalculia disorder in Learning Disabilities center of area 4 in Ahvaz and 30 Normal Third grade and fourth grade students who were selected by random sampling method in Ahvaz. To measure research variables from these skills TOVA (as a continuous performance test) and memory subscales in Intelligence Wechsler test were used. For analyzing the data, multivariate analysis of variance (MANOVA) were used. the results showed that Students with Dyscalculia disorder had lower performance on reaction time, response inhibition, sustained attention and working memory rather than normal Students. Signific differences were found between the two groups. According to the findings, it seems that Dyscalculia disorder lead to problems of poor decision making and lack of good judgment, problems with innovation and change, distractibility and problems on various aspects of memory.

In the first, intolerance of ambiguity model developed to explain generalized anxiety disorders but gradually they were in the field of learning studies. In order to extend this model to the academic area this study was conducted to analyses efficiency of tolerance of ambiguity on metacognition believes and academic engagement among college students. The event study methodology is ex post facto research. Statistical population included all female and male students at Islamic Azad University in Saveh. Their number was above 7000 students. Sample size was based on Krejcie and Morgan table which included 350 students. They were selected using a multistage cluster sampling method. Participants were assessed in terms of tolerance of ambiguity. Then according to the level of tolerance of ambiguity, were divided into two groups that have high and low tolerance. Accordingly the number of sample reduced to 190. Mobarake tolerance of ambiguity Scale(1388) was used to measure ambiguity tolerance, Cartwright-hatton & Wells Metacognition questionnaire(2004) was used to measure metacognition believes and De Groot & Pintrich Spontaneous learning strategies questionnaire(1990) was used to measure academic engagement. Multivariate analysis of variance (MANOVA) was used for statistical analysis. The results showed that tolerance of ambiguity affects students metacognition believes. Also, they showed that tolerance of ambiguity power increased academic engagement. The findings pointed out the role of ambiguity of tolerance are undeniable contrast in academic area.

The present study aimed at an investigation of the effectiveness of the cognitive-behavioral Education on test anxiety in Isfahan high school girl students. ThePresent study presents the guasi-experimental method with pre-test/post-test. The statistical population of the present study in cludes all of the high school girl students in the academic years of 1391-1392 in Isfahan among whom 40 subjects were, randomly selected in sampling methods. The measurement instraments in the present study was of demographic and test anxiety questionnaire of spielberger (1980). Then the post-test was performed. The above mentioned test was followed up after 4 months hater. Using descriptive statistical and variance analysis and software SPSS-20, Data were analized. The results of the analysis of variance revealed of cognitive-behavioral Education reduce 64% symptoms of test anxiety in post-test and can reduce 62% these symptoms in follow up (p<0.05). Based on these findings, it can be concluded that cognitive-behavioral group therapy decrease the test anxiety. Thus, this study suggested cognitive-behavioral Education in order to decrease test anxiety in student.

Metacognition is a multi-dimensional concept that including knowledge, processes, and strategies for appraisal, monitoring, and control of cognition. The aim of this research was to investigate a comparison of the components of metacognitive beliefs and pathological Worry in students with test anxiety disorder symptoms and normal students. In this causal comparative study 670 students were selected from high school Students of Tabriz city by using cluster-random sampling and answer to spellberger Anxiety test questioner. Then 100 students with test anxiety disorder were selected and matched with 100 normal student. also they answered demographic questions and the Penn State Worry Questionnaire (PSWQ) as well as Wells and Cartwright metacognitive questionnaire. Data were analyzed with multivariate analysis of variance. The results showed that there was significant differences between the scores of students with test anxiety and normal students in components of the metacognitive beliefs and pathological Worry (P<0. 01). Metacognitive beliefs are effective factors in student's general health. Also, it is possible to promote students’ mental health by changing metacognition beliefs which enhance maladaptive and negative thinking styles and general negative beliefs.

The aim of this study is Meta-Analysis and synthesis the results of studies on the effectiveness of metacognitive training on academic performance. Research population is research results that had done on effectiveness of meta cognitive training on academic performance. By studding the history of related research, 9 researches were found. To combine the results of different studies, the Cohen effect size was used. In respected to number of related research (4>n>25), Mean test of p values and Cohen effect sizes were used to combining results. Results show that effectiveness of meta cognitive training on academic performance has effect size (d) = 2/16; this d is equal to z 0/98, which is very high. With respect to the effectiveness of meta cognitive training on academic performance, for enhance learning; it should be included in the learning and learner curriculum. Delivering content to learners not only need to learn the way they learn the material presented.

The present research aimed at comparing the effectiveness of mindfulness training and cognitive restructuring method on the reduction of test anxiety in the students of Islamic azad university of Kermanshah branch. All students referring to university counseling center were considered as the population, whom 30 we select through random sampling method and divid randomly into experimental and control groups during academic years (88-89). Tools used in the research was Test Anxiety Inventory (TAI). The research design was pretest, post-test with control group. Each of experimental groups at 8 sessions was instructed with of cognitive restructuring and mindfulness methods in control group. By using one-way analysis of variance the results showed that this two methods were effective during one and therapy (two mounts later). Any significance differences in efficacy was not observed between the cognitive restructuring and mindfulness methods. Due to the effectiveness of cognitive restructuring and training the mind - consciousness in reducing anxiety, promoting reflection and learning methods, this method and also increase the level of mental health of students, the relevant authorities can comprehensive plan and proactive in their use of the run.