The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students

The purpose of this study was to the effect of training Cognitive and Metacognitive Learning Strategies on academic self-handicapping and self-directed learning of Entrance Exam students. This study was a quasi-experimental study with pretest-posttest design with control group. The statistical popul...

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Autores principales:	Majid Soleymani, mohamad abbasi, hadi sarani, Ali Akhondzade Arani, somaye afsharpour
Formato:	article
Lenguaje:	FA
Publicado:	Islamic Azad University, Tabriz Branch 2021
Materias:	cognitive and meta-cognitive learning strategies academic self-handicapping self-directed learning Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/7fade693ce5c457d999cd660db6e5227
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spelling	oai:doaj.org-article:7fade693ce5c457d999cd660db6e52272021-11-09T05:54:14ZThe Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students2345-62992476-562710.30495/jinev.2021.1921525.2409https://doaj.org/article/7fade693ce5c457d999cd660db6e52272021-08-01T00:00:00Zhttp://jinev.iaut.ac.ir/article_685661_ac644b96393a36bf7e165544787af5f9.pdfhttps://doaj.org/toc/2345-6299https://doaj.org/toc/2476-5627The purpose of this study was to the effect of training Cognitive and Metacognitive Learning Strategies on academic self-handicapping and self-directed learning of Entrance Exam students. This study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study consisted of all female high school students of Khorramabad city who were studying in the academic year 2018-2019. Thirty students were selected using multistage cluster sampling and were randomly divided into experimental and control groups. Students in the experimental group received training cognitive and metacognitive strategies training in eight sessions but the students in the sample group did not receive any training. Before and after training, both sample groups completed pre-test, post-test, and follow-up questionnaires for academic self-handicapping and self-directed learning. Data were analyzed by Statistical software package in social sciences. The results showed that training cognitive and meta-cognitive learning strategies significantly reduced academic self-handicapping (p=0/001) and significantly increased self-directed learning (p=0/001) in the sample students. According to the findings, it can indirectly reduce academic self-disability and increase self-directed learning by training cognitive and metacognitive learning strategies to teachers. Also, by training these strategies to students, teachers can also directly reduce analytical disabilities and increase self-directed learningMajid Soleymanimohamad abbasihadi saraniAli Akhondzade Aranisomaye afsharpourIslamic Azad University, Tabriz Brancharticlecognitive and meta-cognitive learning strategiesacademic self-handicappingself-directed learningEducationLSpecial aspects of educationLC8-6691FAآموزش و ارزشیابی, Vol 14, Iss 54, Pp 159-176 (2021)
institution	DOAJ
collection	DOAJ
language	FA
topic	cognitive and meta-cognitive learning strategies academic self-handicapping self-directed learning Education L Special aspects of education LC8-6691
spellingShingle	cognitive and meta-cognitive learning strategies academic self-handicapping self-directed learning Education L Special aspects of education LC8-6691 Majid Soleymani mohamad abbasi hadi sarani Ali Akhondzade Arani somaye afsharpour The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students
description	The purpose of this study was to the effect of training Cognitive and Metacognitive Learning Strategies on academic self-handicapping and self-directed learning of Entrance Exam students. This study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study consisted of all female high school students of Khorramabad city who were studying in the academic year 2018-2019. Thirty students were selected using multistage cluster sampling and were randomly divided into experimental and control groups. Students in the experimental group received training cognitive and metacognitive strategies training in eight sessions but the students in the sample group did not receive any training. Before and after training, both sample groups completed pre-test, post-test, and follow-up questionnaires for academic self-handicapping and self-directed learning. Data were analyzed by Statistical software package in social sciences. The results showed that training cognitive and meta-cognitive learning strategies significantly reduced academic self-handicapping (p=0/001) and significantly increased self-directed learning (p=0/001) in the sample students. According to the findings, it can indirectly reduce academic self-disability and increase self-directed learning by training cognitive and metacognitive learning strategies to teachers. Also, by training these strategies to students, teachers can also directly reduce analytical disabilities and increase self-directed learning
format	article
author	Majid Soleymani mohamad abbasi hadi sarani Ali Akhondzade Arani somaye afsharpour
author_facet	Majid Soleymani mohamad abbasi hadi sarani Ali Akhondzade Arani somaye afsharpour
author_sort	Majid Soleymani
title	The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students
title_short	The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students
title_full	The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students
title_fullStr	The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students
title_full_unstemmed	The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students
title_sort	impact of cognitive and meta-cognitive learning strategies on academic self-handicapping and self-directed learning in entrance exam students
publisher	Islamic Azad University, Tabriz Branch
publishDate	2021
url	https://doaj.org/article/7fade693ce5c457d999cd660db6e5227
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The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students

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