Explaining Academic Achievement Based on Metacognitive Beliefs With the Meaning of Education in 11th-Grade Male Students

Khatibi, Majid; Kiani, Ghamar; Entesar Foumany, Gholamhossein; Ahmadi, Mohammad Saeeid

Volume 12 - Articles-1401 MEJDS (2022) 12: 215 | Back to browse issues page

Mendeley

Zotero

RefWorks

Khatibi M, Kiani G, Entesar Foumany G, Ahmadi M S. Explaining Academic Achievement Based on Metacognitive Beliefs With the Meaning of Education in 11th-Grade Male Students. MEJDS 2022; 12 :215-215
URL: http://jdisabilstud.org/article-1-2339-en.html

Explaining Academic Achievement Based on Metacognitive Beliefs With the Meaning of Education in 11th-Grade Male Students

Majid Khatibi¹

, Ghamar Kiani ^*²

, Gholamhossein Entesar Foumany²

, Mohammad Saeeid Ahmadi³

1- PhD Student in Educational Psychology, Department of Psychology, Islamic Azad University, Zanjan Branch, Zanjan, Iran
2- Assistant Professor, Department of Psychology, Islamic Azad University, Zanjan Branch, Zanjan, Iran
3- Assistant Professor, Department of Psychology, Farhangian University, Zanjan, Iran

Abstract: (979 Views)

Abstract
Background & Objective: Academic achievement and prevention of students' learning disabilities are important indicators in evaluating education, and in this system, many efforts are made to achieve this goal. This study aimed to explain academic achievement based on metacognitive beliefs with the mediating role of the meaning of education for 11^th–grade male students.
Methods: This research was conducted by a descriptive correlational method. The statistical study population included 3015 male 11^th–grade students of public schools in District 2 of Rasht City, Iran, in the academic year of 2019–2020. Of whom, 600 qualified and volunteer students were selected by the available sampling method. In this study, the inclusion criteria included a gender boy, studying in the 11^th grade, living in Rasht, interested in cooperating in research, without physical or mental illness or stuttering and learning disabilities (based on the information in the students' health certificate). The exclusion criteria included a lack of cooperation in research and illness. To collect the required data, the students' grade point averages and the following questionnaires were used. First, to assess the students' academic achievement, the average of the students' grades at the end of the second semester of the 2019–2020 academic year was used. Also, a 30–item Wells–Katright–Hutton (2004) questionnaire was used to assess subjects' metacognitive beliefs. Finally, the 86–item Henderson–King and Smith education meaning (2006) questionnaire was used to evaluate the meaning of education among the subjects. Also, to model the structural equations from the goodness–of–fit indices of the Chi–square with a probability value greater than 0.05, the root of the mean square error of approximation with a shear point less than 0.08, the well–adjusted fit index with a cut–off point less than 0.90, a good fit index with a shear point less than 0.95, and an adaptive goodness index with a shear point less than 0.95 were used, taking into account the mentioned fit values. To analyze the data, in addition to descriptive statistics, the Spearman correlation and structural equation modeling were performed in SPSS24 and PLS3 software used at a significance level of 0.05.
Results: The results of structural equation modeling showed that in the whole sample, all path coefficients were statistically significant (p<0.001). On the other hand, the results showed that metacognitive beliefs had a positive effect on academic achievement (β=0.333; p<0.001) and the meaning of education (β=0.692; p<0.001). Also, the meaning of education had a positive effect on academic achievement (β=0.401; p<0.001).
Conclusion: Based on the findings of this study, to explain the academic achievement of students, the role of variables of metacognitive beliefs and the meaning of education can be studied. Organizations and individuals who can benefit from the findings of this finding include the Institute for Educational Studies, psychologists, counselors, and parents of students.

Keywords: Academic achievement, Metacognitive beliefs, Meaning of education, Students

Full-Text [PDF 640 kb] (348 Downloads)

Type of Study: Original Research Article | Subject: Psychology

References

1. Mehriyan E, Jenaabadi H, Pourghaz A. The relationship between meaning of education with perceived stress academic optimism. Journal of Educational Psychology Studies. 2019;16(33):137–56. [Persian] [DOI]

2. Seyf AA. Modern educational psychology. Tehran: Doran Pub; 2017. [Persian]

3. Shen J, Wu H, Reeves P, Zheng Y, Ryan L, Anderson D. The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review. 2020;31:100357. [DOI]

4. Setayeshi Azhari M, Mir Nasab MM, Mohebbi M. The relationship between hopefulness and academic achievement: the mediating role of the academic procrastination. Journal of Educational Sciences. 2017;10(37):125–42. [Persian]

5. Zhou D, Liu J, Liu J. The effect of problematic Internet use on mathematics achievement: The mediating role of self-efficacy and the moderating role of teacher-student relationships. Children and Youth Services Review. 2020;118:105372. [DOI]

6. Flavell JH. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist. 1979;34(10):906–11. [DOI]

7. Bernstein A, Hadash Y, Fresco DM. Metacognitive processes model of decentering: emerging methods and insights. Curr Opin Psychol. 2019;28:245–51. [DOI]

8. Bright M, Parker S, French P, Fowler D, Gumley A, Morrison AP, et al. Metacognitive beliefs as psychological predictors of social functioning: An investigation with young people at risk of psychosis. Psychiatry Res. 2018;262:520–6. [DOI]

9. Fernie BA, Kopar UY, Fisher PL, Spada MM. Further development and testing of the metacognitive model of procrastination: Self-reported academic performance. Journal of Affective Disorders. 2018;240:1–5. [DOI]

10. Carciofo R, Song N, Du F, Wang MM, Zhang K. Metacognitive beliefs mediate the relationship between mind wandering and negative affect. Personality and Individual Differences. 2017;107:78–87. [DOI]

11. Ziegler N, Opdenakker MC. The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences. 2018;64:71–82. [DOI]

12. Blackmore J, Gribble C, Rahimi M. International education, the formation of capital and graduate employment: Chinese accounting graduates' experiences of the Australian labour market. Critical Studies in Education. 2017;58(1):69–88. [DOI]

13. Moloney M, Kingston L, Doody O. Fourth year nursing students' perceptions of their educational preparation in medication management: An interpretative phenomenological study. Nurse Education Today. 2020;92:104512. [DOI]

14. Senobar A, Raeisi E. The role of achievement goals and academic meaning in predicting academic success of girl students. Rooyesh-e- Ravanshenasi Journal. 2018;7(3):37–52. [Persian] [Article]

15. Bikowski D, Gui M. The influence of culture and educational context on Chinese students' understandings of source use practices and plagiarism. System. 2018;74:194–205. [DOI]

16. Wu J, Liu S. A comparative study of educational placement and school adjustment of children with cochlear implants between China and Czech Republic. Children and Youth Services Review. 2019;103:107–15. [DOI]

17. Henderson-King D, Smith MN. Meanings of education for university students: academic motivation and personal values as predictors. Soc Psychol Educ. 2006;9(2):195–221. [DOI]

18. Ghadampour E, Yousefvand M, Rajabi H. The role of academic optimism, meta cognition belief, cognitive emotion regulation in predicting academic self-handicapping. Journal of Educational Psychology Studies. 2018;15(30):207–40. [Persian] [DOI]

19. Erfani N. The intermediary role of learning motivation in predicting academic achievement based on the students' cognitive and metacognitive strategies. Journal of Educational Psychology Studies. 2017;14(26):167–98. [Persian] [DOI]

20. Kadkhodaei MS, Karami Z. The relationship between optimism and meaning of education with academic motivation of students. Higher Education Letter. 2017;9(36):143–59. [Persian] [Article]

21. Rabbany Z, Yousefi F. Relationship between academic achievement and motivational beliefs by mediating goal orientations and self-regulated learning strategies. Journal of Psychology. 2014;18(3):247–62. [Persian]

22. Gavric D, Moscovitch DA, Rowa K, McCabe RE. Post-event processing in social anxiety disorder: Examining the mediating roles of positive metacognitive beliefs and perceptions of performance. Behav Res Ther. 2017;91:1–12. [DOI]

23. Young A, Fry J. Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning. 2008;8(2):1–10.

24. Todeh Ranjbar, Araghi F. Barrasi avamel moaser dar oft tahsili danesh–amoozan va naghshe angizesh dar pishraft tahsili [Investigating the effective factors in students' academic failure and the role of motivation in academic achievement]. Dastavardhaye Novin dar Motaleat Oloum Ensani. 2018;1(8):92–101. [Persian] [Article]

25. Esmaeilpour-Bandboni M, Naderi Shad S, Kobrai F, Gholami-Chaboki B. Students' viewpoints about academic failure and some related factors in Guilan university of medical sciences. Research in Medical Education. 2017;9(3):72–65. [Persian] [DOI]

26. Loehlin JC, Beaujean AA. Latent variable models: an introduction to factor, path, and structural equation analysis. New York London: Routledge; 2004.

27. Wells A, Cartwright-Hatton S. A short form of the metacognitions questionnaire: properties of the MCQ-30. Behav Res Ther. 2004;42(4):385–96. [DOI]

28. Henderson-King D, Smith MN. Meanings of education for university students: academic motivation and personal values as predictors. Soc Psychol Educ. 2006;9(2):195–221. [DOI]

29. Issazadegan A, Hassani M, Ahmadian. University students and meanings of education. Strategy for Culture. 2009;2(7):147–65. [Persian] [Article]