مطالعات روانشناختی نوجوان و جوان (May 2021)
Comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students\' academic motivation
Abstract
Background and Aim: Variables such as academic motivation are among the factors that have attracted the attention of education specialists and psychologists; Therefore, the current research was conducted with the aim of comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. Method: The present study was a semi-experimental study with a pre-test and post-test design and a follow-up with a control group. The statistical population of the present study was made up of all secondary school students of the second year of Kashmar city; And the research sample included 45 subjects who were selected by multi-stage cluster sampling method and were randomly divided into three groups: experimental 1 (15 people), experimental 2 (15 people) and control (15 people). Wallerand et al.'s (1992) academic motivation questionnaire was used to collect information. For the statistical analysis of the data, multivariate analysis of variance with repeated measurements was used with the help of SPSS software. Results: The results showed that self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions have a significant effect on students' academic motivation (P<0.01). There is no statistically significant difference between the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. In the follow-up phase, the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on academic motivation has continued. Conclusion: Therefore, self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions are an effective method in students' academic motivation.
