vahid manzari tavakoli
Abstract
AbstractThe research literature has paid a great deal of attention to the ability of students to self-regulate their learning. Considering the important role of self-regulatory strategies in learning, a meta-analysis was conducted to study the relationship between self-regulatory strategies and academic ...
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AbstractThe research literature has paid a great deal of attention to the ability of students to self-regulate their learning. Considering the important role of self-regulatory strategies in learning, a meta-analysis was conducted to study the relationship between self-regulatory strategies and academic achievement. In order to conduct meta-analysis technique, the effect size of the relationship of academic achievement and self-regulatory strategies were identified. Among 31 studies, 16 of which were checked against pre-determined criteria for eligibility of relevance. This study was based on 4088 samples and 16 effect size. The effect size of the study was computed by Hunter & Schmdit’s stages of meta-analysis. The results of the study revealed that the mean of effect size of the relationship between cognitive and meta-cognitive strategies with academic achievement based on Cohen’s table (r=0.29). The effect size of cognitive strategies (r=0.41) were established. However the combination of the effect size of cognitive and meta-cognitive strategies (r=0.38) were computed. The effect size of relationship between motivational strategies of self-regulated learning (motivational beliefs, achievement motivation, achievement goals, goals orientation, and self-efficacy) and academic achievement (r=0.34) obtained.
Khatoun Mirzaei Matin; Hossein Moradimokhles; Vahid Salehi; Davood Mirzaeifar
Abstract
The purpose of this study was The effect of Flipped learning method on motivational strategies in students’ learning physics course. The research method was quasi-experimental with pretest-posttest design with test group and control group. The statistical population of the study consisted of all ...
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The purpose of this study was The effect of Flipped learning method on motivational strategies in students’ learning physics course. The research method was quasi-experimental with pretest-posttest design with test group and control group. The statistical population of the study consisted of all 10th grade female students in Tehran during the academic year of 2017-2018. The sample of the study consisted of 50 10th grade math students who were selected through cluster sampling. The research instrument was the standard questionnaire of motivational strategies for learning (1990) developed by Pintrich and DeGroot.The reliability questionnaire of motivational strategies for learning by Cronbach's alpha was 0.81. Covariance analysis was used to analyze the data. The findings showed that the Flipped Classroom increased the motivational belief and self-regulation strategies Than the control group (P
