@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(4):229-234
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(4):229-234
Relationship between “Cognitive and Emotional Engagement of Learning” and “Self-Efficiency” of Students; Farhangian University of Isfahan
ARTICLE INFO
Article Type
Original ResearchAuthors
Khoroushi P. (* )Nili M.R. (1 )
Abedi A. (2)
(* ) Educational Sciences Department, Psychology & Educational Sciences Faculty, Isfahan University, Isfahan, Iran
(1 ) Educational Sciences Department, Psychology & Educational Sciences Faculty, Isfahan University, Isfahan, Iran
(2) Psychology & Education of Children with Special Needs Department, Psychology & Educational Sciences Faculty, Isfahan University, Isfahan, Iran
Correspondence
Address: Ghaemieh Street, Keshavarz Boulevard, Isfahan, Iran. Postal Code: 8178683441Phone: +983117805700
Fax: +983137805047
pooran.khorooshi@gmail.com
Article History
Received: January 26, 2014Accepted: June 2, 2014
ePublished: October 7, 2014
ABSTRACT
Aims
Educational involvement is one of the concepts employed by different investigators in
education and training field and it is considered as learning attitude by recent researches. It
has been shown that self-efficacy is associated with learning attitude components. The aim
of this study was to investigate the correlation between emotional and cognitive attitude of
learning and students self-efficacy.
Materials & Methods This descriptive-correlational study was done In Isfahan in 2012. The study was done on 138 final term Bachelor of Science students of the Isfahan Shahid Rajai Higher Education Center of Farhangian University. The subjects were selected by census sampling method. Data collected via Motivated Strategies for Learning Questionnaire (MSLQ) containing self-efficacy, Endogenous values, the exam stress, cognitive strategies and selfregulative learning sub-scales. Data were analyzed using SPSS 16 by Pearson correlation coefficient, multivariate and simultaneous regression and One-way ANOVA tests.
Findings There was no significant correlation between cognitive and emotional attitude and self-efficacy based on students educational field (p>0.001). There was a significant and positive difference between cognitive and emotional attitude and self-efficacy (p<0.001). Also, emotional attitude was a stronger predictor for self-efficacy compared with cognitive attitude.
Conclusion There is a positive and significant correlation between learning emotional and cognitive attitude with teachers-students self-efficacy. Self-efficacy increases with emotional and cognitive attitude enhancement. Learning emotional attitude is stronger to predict self-efficacy.
Materials & Methods This descriptive-correlational study was done In Isfahan in 2012. The study was done on 138 final term Bachelor of Science students of the Isfahan Shahid Rajai Higher Education Center of Farhangian University. The subjects were selected by census sampling method. Data collected via Motivated Strategies for Learning Questionnaire (MSLQ) containing self-efficacy, Endogenous values, the exam stress, cognitive strategies and selfregulative learning sub-scales. Data were analyzed using SPSS 16 by Pearson correlation coefficient, multivariate and simultaneous regression and One-way ANOVA tests.
Findings There was no significant correlation between cognitive and emotional attitude and self-efficacy based on students educational field (p>0.001). There was a significant and positive difference between cognitive and emotional attitude and self-efficacy (p<0.001). Also, emotional attitude was a stronger predictor for self-efficacy compared with cognitive attitude.
Conclusion There is a positive and significant correlation between learning emotional and cognitive attitude with teachers-students self-efficacy. Self-efficacy increases with emotional and cognitive attitude enhancement. Learning emotional attitude is stronger to predict self-efficacy.
CITATION LINKS
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[19]Wolters CA. Self-regulated learning and college students' regulation of motivation. J Educ Psychol. 1998;90(2):224-35.
[20]Tuckman BW, Abry DA, Smith DR. Learning and motivation strategies: Your guide to success. 2nd ed. New Jersey: Prentice Hall; 2007.
[21]Sobhaninezhad M, Abedi A. Investigation between self-regulated learning strategies and academic achievement motivation among high school students in Isfahan with their academic performance in math. J Psychol Tabriz Univ. 2007;1(1):82-97. [Persian]
[22]Al-Ansari EM. The dynamic interplay of student motivation and cognition in the college classroom. Soc Behav Pers Int J; 1989;33(4):341.
[23]Zimmerman BJ, Bandura A, Martinez-Pons M. Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. Am Educ Res J. 1992;29(3):663-76.
[24]Hirji NK. It's self-regulation, but not as we knew it!. Cont Lens Anterior Eye. 2006;29(2):57-8.
[25]Wolters CA, Pintrich PR. Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms. Instr Sci. 1998;26(1-2):27-47.
[26]Wolters CA, Yu SL, Pintrich PR. The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learn Ind Differ. 1996;8(3):211-38.
[27]Samadi M. Relationship between motivational orientation and learning strategies in predicting academic success. Bimonthly Educ Strateg Med Sci. 2012;5(2):105-11. [Persian]
[2]Fredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Rev Educ Res. 2004;74(1):59-109.
[3]Finn JD. Withdrawing from school. Rev Educ Res. 1989;59(2):117-42.
[4]Appleton JJ, Christenson SL, Kim D, Reschly AL. Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. J School Psychol. 2006;44(5):427-45.
[5]Linnenbrink EA, Pintrich PR. The role of self-efficacy beliefs in student engagement and learning in the classroom. Read Writ Q Overcoming Learn Difficult. 2003;19(2):119-37.
[6]Barkley EF. Student engagement techniques: A handbook for college faculty. 1st ed. New Jersey: Jossey-Bass; 2009.
[7]Shulman LS. Making differences: A table of learning. Change Magazine High Learn. 2002;34(6):36-44.
[8]Kuh GD. High-impact educational practices: What they are, who has access to them, and why they matter; 2008. Available from: http://leap.aacu.org/toolkit/wp-content/files_mf/hips_slos_and_data.pdf.
[9]Barkley EF. Student engagement techniques: A handbook for college faculty. New York: John Wiley & Sons; 2009
[10]Pintrich PR. The role of motivation in promoting and sustaining self-regulated learning. Int J Educ Res. 1999;31(6):459-70.
[11]Zimmerman BJ. A social cognitive view of self-regulated academic learning. J Educ Psychol. 1989;81(3):329-39.
[12]Pintrich PR, De Groot EV. Motivational and self-regulated learning components of classroom academic performance. J Educ Psychol. 1990;82(1):33-40.
[13]Butler DL, Winne PH. Feedback and self-regulated learning: A theoretical synthesis. Rev Educ Res. 1995;65(3):245-81.
[14]Spaulding LC. Motivation classroom. New York: McGraw Hill Inc; 1992.
[15]Schunk DH. Modeling and attributional effects on children's achievement: A self-efficacy analysis. J Educ Psychol. 1981;73(1):93-105.
[16]Cohen L, Manion L, Morrison K. Research methods in education. 7th ed. London: Routledge; 2011.
[17]Withrock M, American Educational Research Association. Handbook of research on teaching. New York: McMillan; 1986.
[18]Nakhostin Goldust A, Moumenikiia M. The study of relation between self-regulated learning strategies and motivation strategies for learning with educational performance of students of Ardabil Islamic Azad University. Curriculum Plan Knowledge Res Educ Sci. 2009;23(23):85-100. [Persian]
[19]Wolters CA. Self-regulated learning and college students' regulation of motivation. J Educ Psychol. 1998;90(2):224-35.
[20]Tuckman BW, Abry DA, Smith DR. Learning and motivation strategies: Your guide to success. 2nd ed. New Jersey: Prentice Hall; 2007.
[21]Sobhaninezhad M, Abedi A. Investigation between self-regulated learning strategies and academic achievement motivation among high school students in Isfahan with their academic performance in math. J Psychol Tabriz Univ. 2007;1(1):82-97. [Persian]
[22]Al-Ansari EM. The dynamic interplay of student motivation and cognition in the college classroom. Soc Behav Pers Int J; 1989;33(4):341.
[23]Zimmerman BJ, Bandura A, Martinez-Pons M. Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. Am Educ Res J. 1992;29(3):663-76.
[24]Hirji NK. It's self-regulation, but not as we knew it!. Cont Lens Anterior Eye. 2006;29(2):57-8.
[25]Wolters CA, Pintrich PR. Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms. Instr Sci. 1998;26(1-2):27-47.
[26]Wolters CA, Yu SL, Pintrich PR. The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learn Ind Differ. 1996;8(3):211-38.
[27]Samadi M. Relationship between motivational orientation and learning strategies in predicting academic success. Bimonthly Educ Strateg Med Sci. 2012;5(2):105-11. [Persian]