1- Shahid Rajaee Teacher Training University
2- Islamic Azad University, Torbat Heydarieh
2- Islamic Azad University, Torbat Heydarieh
Abstract: (236 Views)
Background & Objectives: Since students are the core of the educational system, it is necessary to pay attention to the variables and components related to them with more sensitivity and attention. Academic vitality refers to a positive, constructive and adaptive response to all kinds of problems and obstacles that students deal with every day (4). Also, academic vitality is related to emotional intelligence, behavioral interactions, and emotional interactions, in addition to academic vitality being positively related to behavior and emotions (5). On the other hand, one of the variables that is effective in students' education is academic conflict. Academic engagement is referred to as a positive behavior and is a psychological state and the opposite of burnout (8). This motivational state is not transitory and temporary, but is a stable emotional-cognitive state that is not focused on a specific object, event, person and behavior (9) and refers to a penetrating, stable and positive state of mind related to work, which is one of three The component of empowerment, commitment and absorption in learning and education is formed, which has emotional, cognitive and agency dimensions (10). Cognitive and metacognitive strategies are the set of activities performed by the learner for better learning (14).
Methods:The method of the current research was a semi-experimental type of pre-test-post-test design with two groups (experimental and reference groups). The statistical population was all students of Saadi Girls' High School in Neishabur city in the academic year of 1402-1401. To collect data, a sample of 30 people was selected by available sampling method. The research tools are the Academic Vitality Questionnaire (Dehghanzadeh and Hosseinchari, 2013), the validity of which was confirmed by factor analysis, and the Cronbach's alpha reliability was 0.80 and the test-retest coefficient was 0.73, and the academic engagement questionnaire (Zarang, 2011 ) that construct validity was calculated from confirmatory statistical analysis in Lisrel software and the total reliability of the questionnaire was 0.92. People in the experimental group were trained in cognitive and metacognitive strategies for 10 sessions, and the control group did not receive any training. The conditions for entering the research were: 9th grade, not participating in extracurricular classes, not having to repeat the grade in the 9th grade, not taking medication and interested in participating in the research. The criteria for leaving the research were: high absenteeism and non-cooperation in the research. Ethical considerations in this research included voluntary attendance of members in training sessions, completion of questionnaires with interest, confidentiality of information and names of people in the research. SPSS version 22 software and univariate and multivariate analysis of covariance were used for data analysis. A significance level of 0.05 was considered.
Results: Covariance analysis was used to investigate the purpose of the research. At first, the assumptions of covariance analysis including homogeneity of variances, homogeneity of regression slope and normality of data distribution were examined. Checking the normality of the data using the Shapiro-Wilks test in the pre-test and post-test showed that the distribution of the variables was normal (p<0.05). The homogeneity of the variance of the variables was checked with Lune's test, which was non-significant (p<0.05); Therefore, the assumption of homogeneity of variances was confirmed. Examining the condition of equality of regression slopes showed that parallelism of regression slopes is available for covariance analysis. The F value of the interaction for academic vitality was equal to 0.84 and for academic engagement was equal to 0.62, which was not statistically significant (p<0.05). The results showed that by controlling the pre-test significance level of all the tests, they indicate that there is a significant difference between the subjects of the experimental group and the control group at least in terms of one of the dependent variables (academic engagement and academic vitality) (=0.79, p>0.000, F=14.28). Also, the results showed that after removing the effect of the pre-test on the dependent variables and according to the F coefficient obtained in the sub-scales of cognitive engagement, motivational engagement, behavioral engagement and the total index of academic engagement between the adjusted average scores There is a significant difference between the participants in the pre-test and post-test stages, and it can be concluded that in the experimental groups, there was a significant change in the academic engagement variable in the post-test compared to the control group under the influence of cognitive-metacognitive strategies training. Is; However, with the pre-test control, no significant difference was observed between the subjects of the experimental group and the control group in terms of academic vitality (P<0.05; F=29.74).
Conclusion: Based on the findings, it is concluded that cognitive and metacognitive strategies are effective in increasing academic engagement and academic vitality.
Methods:The method of the current research was a semi-experimental type of pre-test-post-test design with two groups (experimental and reference groups). The statistical population was all students of Saadi Girls' High School in Neishabur city in the academic year of 1402-1401. To collect data, a sample of 30 people was selected by available sampling method. The research tools are the Academic Vitality Questionnaire (Dehghanzadeh and Hosseinchari, 2013), the validity of which was confirmed by factor analysis, and the Cronbach's alpha reliability was 0.80 and the test-retest coefficient was 0.73, and the academic engagement questionnaire (Zarang, 2011 ) that construct validity was calculated from confirmatory statistical analysis in Lisrel software and the total reliability of the questionnaire was 0.92. People in the experimental group were trained in cognitive and metacognitive strategies for 10 sessions, and the control group did not receive any training. The conditions for entering the research were: 9th grade, not participating in extracurricular classes, not having to repeat the grade in the 9th grade, not taking medication and interested in participating in the research. The criteria for leaving the research were: high absenteeism and non-cooperation in the research. Ethical considerations in this research included voluntary attendance of members in training sessions, completion of questionnaires with interest, confidentiality of information and names of people in the research. SPSS version 22 software and univariate and multivariate analysis of covariance were used for data analysis. A significance level of 0.05 was considered.
Results: Covariance analysis was used to investigate the purpose of the research. At first, the assumptions of covariance analysis including homogeneity of variances, homogeneity of regression slope and normality of data distribution were examined. Checking the normality of the data using the Shapiro-Wilks test in the pre-test and post-test showed that the distribution of the variables was normal (p<0.05). The homogeneity of the variance of the variables was checked with Lune's test, which was non-significant (p<0.05); Therefore, the assumption of homogeneity of variances was confirmed. Examining the condition of equality of regression slopes showed that parallelism of regression slopes is available for covariance analysis. The F value of the interaction for academic vitality was equal to 0.84 and for academic engagement was equal to 0.62, which was not statistically significant (p<0.05). The results showed that by controlling the pre-test significance level of all the tests, they indicate that there is a significant difference between the subjects of the experimental group and the control group at least in terms of one of the dependent variables (academic engagement and academic vitality) (=0.79, p>0.000, F=14.28). Also, the results showed that after removing the effect of the pre-test on the dependent variables and according to the F coefficient obtained in the sub-scales of cognitive engagement, motivational engagement, behavioral engagement and the total index of academic engagement between the adjusted average scores There is a significant difference between the participants in the pre-test and post-test stages, and it can be concluded that in the experimental groups, there was a significant change in the academic engagement variable in the post-test compared to the control group under the influence of cognitive-metacognitive strategies training. Is; However, with the pre-test control, no significant difference was observed between the subjects of the experimental group and the control group in terms of academic vitality (P<0.05; F=29.74).
Conclusion: Based on the findings, it is concluded that cognitive and metacognitive strategies are effective in increasing academic engagement and academic vitality.
Type of Study: Original Research Article |
Subject:
Psychology
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