INVESTIGATING THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND MOTIVATIONAL STRATEGIES WITH ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS IN THE ACADEMIC YEAR 2013-2014 IN LAMERD CITY
*Seyed Ahmad Hashemi1 and Somaye Ghaffari2
1Department of Education, Lamerd Branch, Islamic Azad University, Iran
2Islamic Azad University, Field Research, Education, Lamerd, Iran
*Author for Correspondence
ABSTRACT
This study aimed to investigate the relationship between learning strategies (metacognitive learning strategies for critical thinking and self-organized overview of Mental developed metacognitive regulation) and motivational strategies (for the purpose of self-improvement and test anxiety) and academic achievement of high school students was conducted in Lamerd. Community in this study, 1825 students from grades one, two, and three high schools in the opinion of Lamerd that 618 boys and girls who cluster sampling method, a random number of steps were taken for the purpose of gathering strategies motivation to learn Pyntrych and colleagues was used, the findings showed that the average academic achievement of students with a scale for measuring the exterior toward the goal of efficient order of 0.138 and 0.134 at 0.05 for case 2, the significant relationship between the mean progress valuable academic assignment 0.142 is significant. In the 0.01, and a negative relationship between test anxiety and academic achievement, but there are significant between metacognition and self-regulation and regulation of trying to arrange 0.116 and 0.129, there was a significant relationship with academic achievement in the 0.05 and the expansion of rehearsal and no significant relationship with academic achievement.
Keywords: Academic Achievement, Mental Rehearsal, the Expansion, Organization, Learning Strategies, Critical Thinking
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موضوع: مقالات چاپ شده در مجلات خارجي ISC
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تاريخ: 7 تير 1394
بازديدها: 1046
