نشریه راهبردهای شناختی در یادگیری
پیاپی 6 (بهار و تابستان 1395)

Metacognition is one’s awareness of his/her thinking process and the ability to control that process. Cognitive strategies are among the most important means of learning and recalling; therefore, the current study aimed to examine the relationship of metacognitive strategies and creativity with learning styles of students who have siblings with special needs.
In this descriptive study, using convenience sampling method, 140 individuals (70 girls and 70 boys) were selected among siblings of children with special needs associated with internalizing, externalizing, and emotional disorders referred to Welfare Centers in Hamedan Province. To measure metacognitive strategies, to examine creativity and to determine learning styles, respectively, the State Metacognitive Inventory (ESM), Abedi’s Creativity Test, and Learning Style Inventory (Wark) were applied. The data was analyzed using Pearson correlation coefficient and multivariate regression analysis with P
The obtained results indicated that metacognitive strategies and creativity were positively and significantly related to learning styles of students who have siblings with special needs.
Given the results of the present study, it can be inferred that metacognitive strategies and creativity among students who have siblings with special needs are good predictors of the variable of learning styles.

Decreasing of the student's motivation toward learning and student's participation in the conceptual learning are one of the most important issues in the current educational systems in the universities.
Aim: This study aimed at investigating the effect of dual situated learning on the student's motivation in comparison to the traditional instruction considering the learning styles.
The statistical population included the 48 third-year students of Payame Noor University which randomly divided into experimental and control groups. In the experimental group, dual situated learning was implemented using multimedia tools and applying synchronous and asynchronous electronic methods and in the control group, a lecture-based teaching was performed. Required data was found through completing the student's motivation toward science learning questionnaire before and after instructions and the index of learning styles questionnaire before instructions. Analysis of covariance and multivariate analysis of covariance statistical tests were applied to test the research hypothesis using the 20th edition of SPSS software.
The results showed that the dual situated learning increased student's motivation in comparison to the traditional instruction. Also, interaction between dual situated learning and active/reactive learning styles had a direct and meaningful effect on the student's motivation in comparison to the traditional instruction.

The aim of this study is the examination effectiveness of mindfulness–based cognitive therapy on Recovery meta-cognitive beliefs in suffering disorder comorbidity social anxiety and depression.
The study method of sub-experimental design pretest-posttest and follow-up design with control group. The study population consisted of all secondary school girls students in the first and second period suffering disorder comorbidity social anxiety and depression are Khorramabad. That in order to implement a screening test was conducted the first 437 participating the age range 14 to17 years, social anxiety and depression questionnaires completed, Among the 30 Person with high suffering disorder social anxiety and depression (one standard deviation above the average for the group) was selected, The 30 Person selected simple randomly divided into 2 groups of 15 experimental and control. The experimental group received 8 sessions of 2 hours, week a meeting as a group training were mindfulness-based cognitive. Ultimately, the collected data were analyzed applying spss-19 software via ANCOVA method.
The findings of the present study demonstrated a significant positive impact of Mindfulness-based cognitive therapy on reduction of level meta-cognitive beliefs (P According to the results, recommended mindfulness-based training to Recovery meta-cognitive beliefs in ssuffering withdisorder comorbidity social anxiety and depression.

The purpose of the present study is to investigate the relationship between epistemological beliefs, Achievement Emotions, and Self Efficacy with Students’ Deep and Surface Learning Approaches.
For this, 396 students of humanities sciences (294 females and 102 males) from Payame Noor University – Tabriz branch were randomly selected, using multiple stage sampling. The Emotional Achievement Quesstionnaire, Epistemology Questionnaire (EQ), Motivated Strategies for Learning Quesstionnaire (MSLQ), and Approaches and Study Skills Inventory for Students (ASSIST) were completed by these students and the Pearson’s Correlation Test and Standard or Simultaneous Multiple Regression Analysis were used to analyze the collected data.
The Results showed that enjoyment Achievement Emotions (with positive Beta values) and Fast/ fixed learning epistemological beliefs (with negative Beta values) were the significant predictors for deep learning approache. In the prediction of surface learning approache model, anxiety, boredom Achievement Emotions and epistemological beliefs of simple/ absolute knowledge were statistically significant. All of these variables had positive Beta values in prediction of surface learning approache.
The results of this study indicate that component of Achievement Emotions and epistemological beliefs are accounted for the significant variance of Students’ Deep and Surface Learning Approaches.

The purpose of this study was to prediction of academic procrastination based on cognitive strategies, metacognitive strategies and test anxiety in university students. The method of study was to correlational. Statistical population of this study comprised of all undergraduate students of Mohaghegh Ardibili University in 2014-15 academic year, That among them by using cluster random sampling, 362 samples were selected. For data collection the Moosavian cognitive and metacognitive strategies questionnaire, Solomon and Rothblum academic procrastination questionnaire and Spielberger test anxiety questionnaire were used. Data were analyzed by using Pearson’s correlation coefficient and multiple regression analysis. Findings showed that there exist significant negative relationship between the cognitive strategies and its components and metacognitive strategies and its components with academic procrastination of university students and there exist significant positive relationship between test anxiety and its components with academic procrastination of university students (p

This study aimed to provide the causal model of academic procrastination based on goal orientations with the mediating role academic engagement and academic Self-Efficacy.
In a descriptive correlational study of 424 students of shiraz Payame Noor University, with stratified random sampling and answered to a self-report questionnaire consisted of academic engagement, academic self-efficacy, achievement goals and, academic procrastination. the correlation matrix, path analysis and indicators of goodness of fitness with LISREL 8.3 software was used for data analysis.
The results of path analysis showed that performance - avoidance and mastery goals affect students’ academic procrastination direct and indirectly through the mediation of academic engagement and academic self-efficacy. Among the variables examined in this study, avoidance goals with 0/33 have greatest affect significant on academic procrastination.
According to the findings, Conditions to be provided to students to adopt them such a mastery goals and refuse of the avoidance goals and also the mastery goals have significant negative correlation with academic procrastination, the mastery goals can be promoted by means of training programs for the reduce of the academic procrastination.

The purpose of this study was to investigating this hypothesis that share of growth mindset in predict the grit is more than fixed mindset.
Method of research was correlation and statistical society in cludedall last year student under graduate (93-94) in wich number of 302 were selected using classing random sampling. Assesment tools consisted Duckworth Grit scale (2007) and Dweck Mindset scale (2007).
The results of study confiremed above hypothesis. Namely through of two mindset growth mindset could predict the grit (P˂0/001).
Means that people with growth mindset in following up of long term goals and in encountering whith failure showed more grit than others with fixed mindset that deprived of it.

compare the performance of the novices Persian language skills in Maktab_ ol_ Quran educational institutes and other Quranic and non_Quranic centers.
was causal _comparative. The performance of normal novices was compared to that of novices in Maktab_ ol_ Quran regarding their Persian language learning skills (listening, speaking and reading).According the Morgan and krejcie table(1970),Statistical samples were selected in multi stage clusters. they were about 1200 novices from Maktab ol_ Quran non_Quranic centers s and other institutes. Measurement instrument was told:P3 Persian Test and phological awarnes test. analyzing was done by SPSS software
showed that there is a significant difference between language learning skills in Maktab_ ol_ Quran educational institutes and other centers. These skills included listening, speaking l and reading skills.
In Maktab_ ol_ Quran, reading showed the most average Pre-school training has been influential in promotion of language Skills.

The purpose of this research was to study the effect of Acceptance and Commitment therapy in decreasing academic procrastination among students with specific learning disorder (SLD).
This was an experimental study with the pre-test, post-test and a control group. Research population included all 5th grade male students suffering from specific learning disorder (case study: 5th grade students in Ardabil in 2015). Research sample included 40 male students suffering from specific learning disorder (SLD) who were selected through multi-step cluster sampling and classified into two groups: Experimental group (n= 20) and control group (n= 20). The following tools were used for data collection: Kay Math mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al, Falahchay Writing Expression, academic procrastination scale and Diagnostic Interview based on DSM-5. Data were analyzed by multivariate of Covariance analysis (MANCOVA) model in the SPSS software version 22.
The results revealed that acceptance and commitment therapy was effective in decreasing academic procrastination in students suffering from specific learning disorder (P Given the result of present study, it can be concluded that identifying mental and emotional problems caused by learning disorders and its consequences as well as accepting them rather than avoiding them by students can be prevented this students’ academic procrastination. Thus, the use of the third wave of cognitive-behavioral therapies such as Acceptance and Commitment Therapy can be effective in reducing many psychological disorders including learning disorders and negative outcomes such as academic procrastination.