The Effectiveness of Cognitive and Metacognitive Strategies (CMST) On Creative Self and Passion for Education in Secondary School Students

Subject Areas : Educational Psychology

Mahdi Yousef Vand ¹ (Lorestan)
Zeynab Alavi ² (Lorestan)

Received: 2017-07-09 Accepted : 2018-03-07 Published : 2018-09-23

Keywords: creative self-efficacy, cognitive and metacognitive strategies, academic passion,

Abstract :

This study examined the effectiveness of cognitive and metacognitive strategies on creative self and passion academic secondary school was the second city of Ilam. Methods The study was a pretest-posttest control group. In order to measure creative and enthusiastic academic self-efficacy questionnaire creative Bygytv (2006) and academic enthusiasm Shuffle (2002) was used. To analyze the data, indices descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance, multivariate and univariate ANCOVA) was used. The results showed that cognitive and metacognitive strategies to increase self-efficacy training creative and enthusiastic school children in the experimental group compared to the control group. The observations also confirmed the effectiveness of cognitive and metacognitive strategies to increase efficacy study in creative and enthusiastic students

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Abkhodai, M., Mehram, B., Esanloo, Z. (2011). The Relationship between Dimensions of Perfectionism and Hidden Anxiety in Students. Clinical Psychology Research.  1(1), 58-47[In Persian]

Beghtto, A. (2006). Creative self-efficacy: correlates in middle and secondary students. creativity research jornal, 18,447-457.

Brown, S. P. (1986). A meta-Analysist and review of organizational research on job involvement. Psychologyical Bulletin, 2, 235-255.

Dignath, C., Buettner, G., & Langfeldt, H. (2008). How can primary school students learn ­self – regulated learning strategies most effectively? A meta – analysis on self – ­ regulation training programmer. Educational Research Review, 3, 101 – 129.

Efklides, A. (2006). Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process? Educational ResearchReview, 1, 3-14.

Faramarzi, HY & Shehniyeilagh. M. (2016). The Relationship between Educational Benevolence, Progressive Goals, and Motivational-Driven Directions with Creative Self-efficacy of Students at Jondishapur University of Ahwaz. Jundishapur Education Development Quarterly, 7 (2), 215-221[In Persian].

Farazandeh, Sh. (2012). Comparison of academic eagerness and adaptability in third year students of counseling and counseling schools in Isfahan. Master's Degree in Psychology, Faculty of Literature and Humanities, Islamic Azad University of Marvdasht[In Persian].

Flavell, J. (1976). Metacognition and cognitive monitoring: A New area of psychological inquiry American psychologist, 906-911.

Fredricks, J. A. (2015). Academic engagement. International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Volume 1.

Goulao, M. F. (2014). The Relationship Between Self-Efficacy and Academic Achievement in Adults' Learners. Athens Journal of Education, 1, (3), 237-246.

Hubner, S., Nuckles, M., & Renkel, A. (2010). Writing learning journals: Instructional support to overcome learning-strategy deficits. Learning and Instruction, 20, 18- 29.

Karami, B., Karami, A., & Hashemi, N. (2013). The Effectiveness of Teaching Cognitive and Metacognitive Strategies on Creativity, Motivation, Progress and Self-Concept. Innovation and creativity in the humanities, 2 (4), 121-137[In Persian].

karwowski,m.(2011)it doesn’t hurt to ask,but sometimes it hurts to believe:polish students  ­ creative self –efficacy and its predictors. psychology of aesthetics, creativity and the ­arts, 5(2),154-164.

Khoroushi, P., Nili, MR., & Abedi, A. (2014). The Relationship between Emotional and Cognitive Emotional Exercise with Self-Efficacy of Students at Isfahan Farhangian University. Bi-monthly Strategies for Education in Medical Sciences, 7 (4), 230-233[In Persian].

Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta- cognitive strategies in game-based learning. Computers & Education, 52, 800–810.

Lester, D., & Yang, B. (2009). Two sources of human irrationality: Cognitive dissonance and brain dysfunction. The Journal of Socio-Economics, 38, 658–662.

M. C. whew, K., & Abram p. c. (2001). Students goal oriention and interst: effect on student use of­ self-regulated learning strateagies. Journal of Contemporary Educational Psychology. 26, 311-327.

Maslach, C., Schaufeli, W.B., & Leiter, M. P, (2001).  Job Burnout. Annual Review ofPsychology, 52, 39-422.

Pajares, F. (2002). Over view of social cognitive the org and of self – efficacy. Available ­form www.emory.edu education\mfp\cff.Html.

Pirkhaefi, A., Borjali, A., Delavar, A., & Eskandari, H. (2009). The Effect of Creativity Training on Metacognitive Components of Students' Creative Thinking. Quarterly Journal of Management and Educational Management of Islamic Azad University, Garmsar Branch. 5(2),51-61[In Persian].

Saif, AA. (2011). New Psychology: Psychology of Learning and Learning. Tehran, Publishing, douran [In Persian].

Salmela-Aro, K. (2015). hool Burnout and Engagement: Lessons from a Longitudinal Study in Finland. International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Volume 21.

Salmela-Aro, K., Upadyaya, K. (2012). The school work engagement inventory. Energy, Dedication and Absorption (EDA). European journal of psychological assessment, 28(1), 60-67.

Salmela-Aro, K., Upadyaya, K. (2012). The school work engagement inventory. Energy, Dedication and Absorption (EDA). European journal of psychological assessment, 28(1), 60-67.

Schaufeli, W.B., & Salanova, M. (2007). Efficacy or inefficacy, that’s the question: Burnout and engagement, and their relationships with efficacy beliefs. Anxiety. Coping & Stress, 20, 177_196.

Schulz.M.& Robnagel. C. S (2010) informal workplace learning: an exploration of age differences in learning competence. Learning and instruction.20.5.383-399.

Tierney, P., & Farmer, S. M. (2004). The Pygmalion process and employee creativity. Journal of Management, 30, 413–432.

Tuominen-Sioni, H., & Salmela-Aro, K. )2014(. Schoolwork engagement and burnout among Finnish high school students and young adults: profiles, progressions, and educational outcomes. Developmental Psychology, 50 (3), 649–662.

Warr, P., & Downing, J. (2000). Learning strategies, learning anxiety and knowledge acquisition British. BritishJournal of Psychology, 3(91), 311-333.

Zahedbabelan. A. & Seidkalan, SM. (2015) Investigating the Effect of Innovative Cognitive Juzazami on Creative Efficiency and Innovative Behavior of Students-Teachers Using Structural Equation Modeling, Management Quarterly on Organizational Training, 4 (1), 125-103[In Persian].