| Autor: |
Rashidi, Mohammad, mousazadeh, Tavakkol, ghaffarinooran, azra |
| Předmět: |
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| Zdroj: |
Journal of Preventive Counselling; Feb2024, Vol. 5 Issue 1, p95-107, 13p |
| Abstrakt: |
Aim: The present research is devoted to the study of the effect of teaching self-regulation learning strategies (cognition, metacognition) on self-efficacy and mental health of students in Astara city. Method: The statistical population included all the female students of the first high school (second period) of Astara city in the academic year 1996- 1997. Among these students, 46 students were selected by multi-stage cluster sampling method and they were randomly replaced into two experimental and control groups. The instruments used were: Pentrich and Groot's self-regulated learning strategies questionnaire (1990) and Goldberg and Hiller's general health questionnaire. (1979). The current research is semi-experimental research of the pre-test-post-test design type with a control group. After conducting the pre-test for the experimental and control groups, the experimental group was trained in self-regulated learning strategies for 10 sessions of 60 minutes based on the theoretical background of the research of Nunes et al. et al., under the title of "How to comprehensively self-regulate?" Then the post-test was done for the experimental and control groups. Finding: The results of multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) showed a significant difference in self-efficacy in the experimental group, but this significance was not observed in mental health. The results obtained from the analysis of the findings of the study showed that the teaching of self-regulation learning strategies (cognitive, metacognitive) was effective on students in the component of self-efficacy, but it did not affect their mental health. Conclusion: Based on the findings of the present research, it can be said that the increase and strengthening of self-efficacy in students was due to the teaching of self-regulation learning strategies (cognition, meta-cognition). [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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