mohammad hoseyn salari far; hamidreza pour e'temad
Abstract
Academic selfñ regulation was one of the fundamental issues in Pedagogical and Educational system and it seemed that it had a relation to meta-cognition. This important educational issue has been studied from both theoretical and applied perspectives. The aim of this study was to determine the ...
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Academic selfñ regulation was one of the fundamental issues in Pedagogical and Educational system and it seemed that it had a relation to meta-cognition. This important educational issue has been studied from both theoretical and applied perspectives. The aim of this study was to determine the role of cognitive elements in academic self- regulation. In this correlation, three hundred and eighteen boys of second degree of high school in the 6th educational borough of Tehran by cluster sampling method were chosen. They were asked to fill in the following questionnaires: Wells & Cartwright ñ Hatton metacognitive beliefs questionnaire (2004), O'nell & Abedi metacognitive State questionnaire (1996) and Ryan & Conell academic Self-Regulation questionnaire (1989). Multiple regression analysis and Pearsons correlation coefficiency were applied on the data. Statistical analyses presented a positive correlation between metacognitive state and academic self- regulation. On the other hand, there was a negative association between meta-cognitive believes and academic self- regulation. Furthermore, analyses showed that %26 variance of academic self- regulation can be predicted by three metacognitive components: planning, uncontrollability and the need to control. Based on the finding of this study, metacognitive beliefs and metacognitive state are both associated with academic self- regulation, but in a different way.Thus, acquiring para- cognitive elements can be influential in improving the academic self- regulation of students. None the less, it is required that the findings of this research be considered when the selection and setting of the educational context are done.
mohammad hoseyn salari dar; hamidreza pour e'temad
Abstract
Metacognition is one of the highest level cognitive process which has positive association with other cognitive function. On the other hand, it is considered as one of the basic factor in most psychopathological conditions .The purpose of this study was to investigate any possible inhibitory or facilitatory ...
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Metacognition is one of the highest level cognitive process which has positive association with other cognitive function. On the other hand, it is considered as one of the basic factor in most psychopathological conditions .The purpose of this study was to investigate any possible inhibitory or facilitatory role of metacognitive components of worry. In this correlation study, first,318 high school students were chosen by cluster sampling method from 6 educational regions of Tehran.Then, They were asked to fill in the following questionnaires: Wells & Cartwright ñ Hatton metacognitive beliefs questionnaire (2004), O'nell&Abedi metacognitive State questionnaire (1996) and Meyer et al worry questionnaire (1990). Separate sets of correlation and stepwise multiple regression analyses showed that there was a positive correlation between metacognitive beliefs and worry. On the other hand ,there was a negative relationship between metacognitive state and worry. Four metacognitive components (uncontrollability, self- monitoring, need to control and cognitive competence) predict %46 of variance of worry. It was also shown that uncontrollability ,need to control and cognitive competence were positively correlated with worry, whilst self- monitoring was negatively correlated with worry. According to the findings of the present study, metacognitive beliefs and metacognitive state are both associated with worry in a different way. However, manipulation of metacognitive components using interventional training would reduce and control worry in worriers
