Open AccessCognitive and metacognitive strategies, and academic buoyancy
Author(s) -
Farzaneh Khojasteh,
Hajar Tarverdi,
Jalal Younesi
Publication year - 2022
Publication title -
international journal of health sciences (ijhs) (en línea)
Language(s) - English
Resource type - Journals
eISSN - 2550-6978
pISSN - 2550-696X
DOI - 10.53730/ijhs.v6ns3.6660
Subject(s) - metacognition , psychology , cognition , intervention (counseling) , test (biology) , psychological intervention , random assignment , mathematics education , mathematics , statistics , paleontology , neuroscience , psychiatry , biology
The present study was devised and implemented to examine the comparison of the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the Academic Buoyancy of students in Tehran in the academic year 2020-2021. The present study was a quasi-experiment with a pre-test/post-test design using therein control and intervention groups and follow-up examinations. Research subjects were selected using random sampling. As such, one of the universities was first randomly selected, from which three classrooms were randomly selected. From the selected classrooms, 30 students were randomly selected based on the pre-determined inclusion and exclusion criteria and hence assigned to Groups of Intervention 1, Intervention 2, and Control. First, the pre-test measurements were performed for all three groups, then one intervention group received instructions on cognitive learning strategies, and the other intervention group was taught metacognitive learning strategies. After the completion of interventions, post-test measurements were taken from all three groups. The inventory used in the research was the academic buoyancy scale of Martin and Marsh (2008). Split-plot ANOVA design was used to analyze the data.