![]() ![]() InĪddition, the residence location is also effective in using these strategies in a way that urban students use both Rural students’ average scores of using cognitive and meta-cognitive strategies (p=0.01) and urban students usedīoth strategy types more than rural students.Ĭonclusion: Use of both cognitive and meta-cognitive learning strategies is effective in educational success. There was a significant difference between urban and Learning strategies and the students’ averages (p=0.001). There was also a significant positive correlation between using meta-cognitive Results: There was a significant positive correlation between using cognitive learning strategies and the Data were analyzed by descriptive statistical methods, PearsonĬorrelation and independent t-test using SPSS 16 software. The measurement tool was the questionnaire of learning strategies used afterĬonfirmation of its reliability and validity. ![]() Schools were selected by randomized sampling method and the students were selected by Methods: This correlation study was carried out on 278 rural and urban high school students of Gilan-e-gharbĬounty in 2006. The main aim of this research was to evaluate the relationshipīetween learning strategies and educational success in urban and rural students. Fans and critics of meta-cognitive strategies have controversial opinions on the capability of thisĬoncept in predicting educational success. In conclusion, it was found that these factors should be weighed in and considered when designing a learning program for adults and that more metacognitive research should be made with the adult population.Īims: Regarding the learning strategies, cognitive and meta-cognitive learning strategies are emphasized in The general results derived from the research papers that were reviewed suggest that there are a variety of teaching approaches and learning styles among adults that affect learning, and that there are both external and internal factors that can also affect adult learning through metacognition. The criteria of inclusion for this research consisted of: articles that were published in the last five years, articles published in peer reviewed journals and research that articulated the results and conclusions of original research relating to metacognition learning strategies in adult students. The population considered for this review were adult university students. This research summarized and analyzed 10 academic articles regarding the metacognitive learning strategies that increase the capacity to learn in human adults. This paper aims to study metacognitive approaches and strategies for adults. Metacognitive learning has been mostly studied for populations consisting of children, and only a limited amount of metacognitive research is dedicated to adult learning. With respect to the important role of metacognitive abilities on learning and education, it can be assumed that learning and education are also influenced by superego because of its impact on metacognition. Conclusion: Metacognition is weaker among those individuals holding stronger superego and therefore, they are more susceptible to neurotic disorders. Also there is a significant difference between men and women's conscience (t=2.05, P<0.05). This result suggests that women have more inflexible yet powerful superego than men. With regard to the superego, the results show a significant difference between men and women (t =-2.36, P=0.05). ![]() In addition, data present a significant positive correlation between one of the superego's subscales, conscience, and metacognition (r=0.65, P<0.0001). Results: The results indicate that there is a negative relationship between superego and metacognition (r=0.38, P< 0.001). Descriptive statistics such as frequencies, means, & standard deviations as well as inferential statistics including Pearson correlation and independent t-test are applied on variables of current study. All statistical analyses were carried out using SPSS 23 statistical package. A sample of 206 male and female students was recruited from target population through convenience sampling and completed metacognitive inventory as well as Superego questionnaire. Materials and Methods: This is a cross-sectional study with a correlational design conducted among students of Ferdowsi University of Mashhad in 1395. The aim of this research is to examine the link between superego and metacognition among students at Ferdowsi University of Mashhad. Introduction: Superego and metacognition consider as two important constructs within the psychodynamic and cognitive psychology domain. ![]()
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