Effectiveness of Cognitive Techniques on Academic Motivation and Academic Performance of Female High school Students in Isfahan

Abstract

The aim of this study was to investigate the effectiveness of cognitive techniques on motivation and academic performance and progress of female high school students in Isfahan. This quasi-experimental study with pre - test and the control group consisted of three pre-test, post-test and follow-up (4 months). Statistical population in this study were all high school students in the academic year 1391-1392. This research was random sampling and 40 high school students in the experimental group and the control group for random assignment was considered and demographic and hermans achievement motivation questionnaire (1970) was performed on them. The students' average was used as an indicator of academic performance. The experimental group received 8 sessions of 1 hour cognitive techniques. The results of analysis of variance showed that cognitive intervention techniques increases the 45/6% of subjects in the post-test scores and academic performance and enhance 45/9% in the follow-up phase. Therefore the first hypothesis was confirmed in addition to the results showed that cognitive intervention techniques to increase 57/1% post-test scores of academic motivation participants stage 56/6% in the follow-up period. Therefore, the second hypothesis was confirmed. Findings of interventions based on cognitive learning techniques in order to increase motivation and academic performance of female students suggests.

Keywords

• Cognitive techniques
• Academic Motivation
• Academic Performance
• female high school students