@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):323-328
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):323-328
Relationship of Metacognition Learning Strategy and Locus of Control with Academic Achievement of Students
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Mohammadi Y. (*)Kaykha A. (1)
Sadeghi A. (2)
Kazemi S. (3)
Raeisoon M.R. (4)
(*) Education Development Center, Education Development Center, Birjand University of Medical Sciences, Birjand, Iran
(1) Educational Sciences Department, Shahid Motahhari Faculty, Farhangian University, Zahedan, Iran
(2) Educational Sciences Department, Psychology & Educational Sciences Faculty, Allameh Tabatabaei University, Tehran, Iran
(3) Management Department, Management Department, South Khorasan Branch, Payam-e-Noor University, Birjand, Iran
(4) Social Medicine Department, Medicine Faculty, Birjand University of Medical Sciences, Birjand, Iran
Correspondence
Article History
Received: October 22, 2015Accepted: December 6, 2015
ePublished: January 10, 2016
ABSTRACT
Aims
Academic achievement is one of the main assessment factors in the higher education system. Metacognitive learning strategy and locus of control are the main factors affecting the students’ academic achievement. The aim of this study was to investigate the correlation between metacognitive learning strategy and locus of control and the students’ academic achievement.
Instrument & Methods In the descriptive-analytic study, 335 students of Birjand University of Medical sciences were selected based on Krejcie-Morgan Table and via Stratified Random Sampling Method in 2014-15 academic year. The study tools were Self-regulating Learning Strategies Questionnaire, Locus of Control Survey, and students’ GPA as academic achievement component. Data was analyzed in SPSS 14 software using Pearson Correlation, Independent T, and One-way ANOVA tests.
Findings There was a positive and significant correlation between the dimensions of meta-cognitive learning strategy and internal locus of control and academic achievement. Nevertheless, there was a negative and significant correlation between meta-cognitive learning strategies and external locus of control (p<0.05). There was no significant correlation between mean items of meta-cognitive learning strategy and locus of control based on gender, faculty, and age (p>0.05). There was a significant correlation between the students’ academic achievements based on gender. However, based on age and faculty, it was not significant.
Conclusion Two important factors affecting learning enhancement and academic achievement in the students are meta-cognitive learning strategy and locus of control.
Instrument & Methods In the descriptive-analytic study, 335 students of Birjand University of Medical sciences were selected based on Krejcie-Morgan Table and via Stratified Random Sampling Method in 2014-15 academic year. The study tools were Self-regulating Learning Strategies Questionnaire, Locus of Control Survey, and students’ GPA as academic achievement component. Data was analyzed in SPSS 14 software using Pearson Correlation, Independent T, and One-way ANOVA tests.
Findings There was a positive and significant correlation between the dimensions of meta-cognitive learning strategy and internal locus of control and academic achievement. Nevertheless, there was a negative and significant correlation between meta-cognitive learning strategies and external locus of control (p<0.05). There was no significant correlation between mean items of meta-cognitive learning strategy and locus of control based on gender, faculty, and age (p>0.05). There was a significant correlation between the students’ academic achievements based on gender. However, based on age and faculty, it was not significant.
Conclusion Two important factors affecting learning enhancement and academic achievement in the students are meta-cognitive learning strategy and locus of control.
CITATION LINKS
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[17]Liem AD, Lau S, Nie Y. The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemp Educ Psychol. 2008;33(4):486-512.
[18]Donker AS, De Boer H, Kostons D, Dignath CC, Ewijk V, van der Werf MP. Effectiveness of learning strategy instruction on academic performance: A meta-analysis. J Educ Res Rev. 2014;11:1-26.
[19]Imani C, Yaghobi A, Yousefzade MR, Veysi Kohre S, Mohagheghi H. Hidden Curriculum and educational relationship burnout Bu-Ali Sina University. Res Curric. 2016;12(18):29-41. [Persian]
[20]Sayah Bargard M, Ardame A, Yaghoobi Askarabad E. The evaluation of relationship between motivational beliefs and self regulated learning strategies with educational outcomes of students in Health Faculty of Ahvaz Jundishapour University of Medical Sciences. Educ Dev Jundishapur. 2013;3(2):60-70. [Persian]
[21]Macsinga I, Nemeti I. The relation between explanatory style, locus of control and self-esteem in a sample of university students. Proced Soc Behav Sci. 2012;33:25-9.
[22]Arogundade O, Itua O. Locus of control and self-esteem as predictors of teacher frustration in Lagos state secondary schools. Ife Psychol. 2010;18(2):339-51.
[23]Slaughter RI. The association between eastern spirituality, cultural value orientation, locus of control and self esteem. California: California State University; 2009.
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[25]Bolen LM, Torrance EP. The influence on creative thinking of locus of control, cooperation, and sex. J Clin Psychol. 1978;34(4):903-7.
[2]Biyabangard E. The relationship between self-esteem, achievement motivation, and academic achievement among high school students in Tehran. Q J Psychol Stud. 2006;1(4):5-21. [Persian]
[3]Raeisoon MR, Mohammadi Y, Abdorazaghnejad M, SharifzadehGh. An investigation of the relationship between self-concept, self-esteem, and academic achievement of students in the nursing-midwifery faculty in Qaen during 2012-13 academic year. Mod Care J. 2014;11(3):236-42. [Persian]
[4]Mokhtari K, Reichard CA. Assessing students’ metacognitive awareness of reading strategies. J Educ Psychol. 2002;94(2):249-59.
[5]Bennett L, Schwartz JM. Tip-of-the-tongue (TOT) states: Retrieval, behavior and experience. Psychon Soc. 2010;4:123-46.
[6]Karimi Y. Learning disorders, including case studies of theoretical and practical issues. 5th edition. Tehran: Savalan; 2002. [Persian]
[7]Flavell JH, Flavell ER.. Development of children's intuitions about thought-action relations. J Cognit Dev. 2004;5(4):451-60.
[8]Saif AA. Modern educational psychology: Psycho-logy of learning and teaching. 7th edition. Tehran: Doran; 2013.
[9]Kuhn, D. Metacognitive development. Curr Dir Psychol Sci. 2000;9(5):178-81.
[10]Scanlan TK, Passer MW. Sport psychology self-serving biases in the competitive sport setting: An attributional dilemma. J Sport Psychol. 1980;2(2):124-36.
[11]Ames C. Achievement attributions and self-instructions under competitive and individualistic goal structures. J Educ Psychol. 1984;76(3):478-87.
[12]Cai-Hong Z, He-An C. Interpersonal attribution style of female students of nursing school and medical school. Chin Ment Health J. 2006;20(7):447-50. [Chinese]
[13]Leggett EL. Individual differences in effort/ability inference rules and goals: Implications for causal judgments. Cambridge: Harvard Graduate School of Education; 1986. pp. 26-62.
[14]Serin O, Serin NB, Sahin FS. Factors affecting the learning and studying strategies, and locus of control of the trainee teachers. Soc Behav Sci. 2009;1(1):1127-36.
[15]Neuman Y. Determinants and consequences of students, Burnout in universities. J High Educ. 1990;61(1):20-31.
[16]Wolters CA. Advancing achievement goal theory: using goal, structures and goal orientation to predict student motivation, cognition and achievement. J Educ Psychol. 2004;96(2):236-50.
[17]Liem AD, Lau S, Nie Y. The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemp Educ Psychol. 2008;33(4):486-512.
[18]Donker AS, De Boer H, Kostons D, Dignath CC, Ewijk V, van der Werf MP. Effectiveness of learning strategy instruction on academic performance: A meta-analysis. J Educ Res Rev. 2014;11:1-26.
[19]Imani C, Yaghobi A, Yousefzade MR, Veysi Kohre S, Mohagheghi H. Hidden Curriculum and educational relationship burnout Bu-Ali Sina University. Res Curric. 2016;12(18):29-41. [Persian]
[20]Sayah Bargard M, Ardame A, Yaghoobi Askarabad E. The evaluation of relationship between motivational beliefs and self regulated learning strategies with educational outcomes of students in Health Faculty of Ahvaz Jundishapour University of Medical Sciences. Educ Dev Jundishapur. 2013;3(2):60-70. [Persian]
[21]Macsinga I, Nemeti I. The relation between explanatory style, locus of control and self-esteem in a sample of university students. Proced Soc Behav Sci. 2012;33:25-9.
[22]Arogundade O, Itua O. Locus of control and self-esteem as predictors of teacher frustration in Lagos state secondary schools. Ife Psychol. 2010;18(2):339-51.
[23]Slaughter RI. The association between eastern spirituality, cultural value orientation, locus of control and self esteem. California: California State University; 2009.
[24]Sindane LM. The relationship between happiness, creativity, personality and locus of control in Ireland for those who are employed and unemployed. Ireland: Dublin Business School; 2011.
[25]Bolen LM, Torrance EP. The influence on creative thinking of locus of control, cooperation, and sex. J Clin Psychol. 1978;34(4):903-7.