دورية أكاديمية
The Effect of Metacognitive Strategies Training on Self-Directed Learning, Critical Thinking Tendencies and Creativity in Secondary School Students in Kuhdasht
| العنوان: | The Effect of Metacognitive Strategies Training on Self-Directed Learning, Critical Thinking Tendencies and Creativity in Secondary School Students in Kuhdasht |
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| المؤلفون: | Y. Garavand, M. Samadi Taher Gorabi, H. Mansouri Karyani, R. Mansouri Karyani |
| المصدر: | خانواده و پژوهش, Vol 18, Iss 3, Pp 117-136 (2021) |
| بيانات النشر: | The Academy of Scientific Studies in Education, 2021. |
| سنة النشر: | 2021 |
| المجموعة: | LCC:Special aspects of education |
| مصطلحات موضوعية: | .metacognitive strategies, self-directed learning, critical thinking tendencies, creativity, Special aspects of education, LC8-6691 |
| الوصف: | This study aimed at determining the effect of meta-cognitive strategies training on self-directed learning, critical thinking tendencies and creativity of male students. This quasi-experimental study had a pretest-posttest control group design. The statistical population of the study was comprised of all male senior high school students in Kuhdasht in 2018-19 school year (1933 pupils) from among whom 40 students were selected by random multi-stage cluster sampling method and were randomly assigned to the experimental (N= 20) and control groups (N= 20). Both groups completed Self-Directed Learning Readiness Scale (Fisher, King & Tague, 2001), Critical Thinking Disposition Questionnaire (Ricketts, 2003), Creativity Scale, and Metacognitive Awareness Inventory (Schraw & Dennison, 1994) as the pretest. Then, the meta-cognitive strategies training was administered to the experimental group in ten 50-minute sessions. At the end of the training, the four research instruments were again given to both experimental and control groups as the posttest. The data were analyzed by using multivariate covariance analysis. The results indicated that metacognitive strategies training increased self-directed learning (p≤ 0.01), critical thinking tendencies (p≤ 0.01) and creativity (p≤ 0.01). Accordingly, it can be suggested to managers, counselors and educational authorities and policymakers that special attention be paid to the significant and undeniable role of meta-cognitive strategies to enhance self-directed learning, students' critical thinking and creativity. Furthermore, meta-cognitive strategies should be reinforced by holding workshops and seminars for students. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | Persian |
| تدمد: | 2676-6728 2783-0586 |
| Relation: | http://qjfr.ir/article-1-906-en.pdf; https://doaj.org/toc/2676-6728; https://doaj.org/toc/2783-0586 |
| URL الوصول: | https://doaj.org/article/6ea16803c5bb4f399b54ca1228194ed5 |
| رقم الأكسشن: | edsdoj.6ea16803c5bb4f399b54ca1228194ed5 |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 26766728 27830586 |
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