Studying the Effectiveness of Teaching Cognitive and Metacognitive Strategies on Academic Engagement and Academic Vitality of Students

Ghaderi Hesari , Ehsan; Mahmoodi , Nasim

Volume 14 - Articles-1403 MEJDS (2024) 14: 9 | Back to browse issues page

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Ghaderi Hesari E, Mahmoodi N. Studying the Effectiveness of Teaching Cognitive and Metacognitive Strategies on Academic Engagement and Academic Vitality of Students. MEJDS 2024; 14 :9-9
URL: http://jdisabilstud.org/article-1-2999-en.html

Studying the Effectiveness of Teaching Cognitive and Metacognitive Strategies on Academic Engagement and Academic Vitality of Students

Ehsan Ghaderi Hesari¹

, Nasim Mahmoodi ^*²

1- MA in Educational Research, Islamic Azad University, Torbat Heydarieh, Iran
2- MA in School Counseling, Shahid Rajaee Teacher Training University, Tehran, Iran

Abstract: (907 Views)

Abstract
Background & Objectives: Since students are the core of the educational system, paying more sensitivity and attention to the variables and components related to them is necessary. Academic vitality refers to a positive, constructive, and adaptive response to all kinds of problems and obstacles that students deal with every day. One of the variables that is effective in students' education is academic engagement, which refers to a positive behavior, a psychological state, and the opposite of burnout. This motivational state is not transitory but a stable emotional–cognitive state that is not focused on a specific object, event, person, or behavior and refers to a penetrating, stable, and positive state of mind related to work. It is one of three components of empowerment, commitment, and absorption in learning, and it has emotional, cognitive, and agency dimensions. Cognitive and metacognitive strategies are the activities the learner performs for better learning.
Methods: This quasi–experimental research employed a pretest–posttest design with two groups (experimental and control groups). The statistical population comprised all Saadi Girls' High School students in Neishabur City, Iran, in the academic year 2022–2023. To collect data, a sample of 30 students was selected by available sampling. Students in the experimental group were trained in cognitive and metacognitive strategies for 10 sessions, and the control group did not receive any training. The inclusion criteria were as follows: being in ninth grade, not participating in extracurricular classes, not having to repeat the grade in the ninth grade, not taking medication, and being interested in participating in the research. The exclusion criteria were as follows: high absenteeism and non–cooperation in the research. The research tools were the Academic Vitality Questionnaire (Dehghanizadeh and Hosseinchari, 2012) and the Academic Engagement Questionnaire (Zerang, 2012). Mean and standard deviation were used to analyze the data at the descriptive statistics level. At the level of inferential statistics, multivariate covariance analysis and univariate covariance analysis were used via SPSS version 22 software. The significance level was set at 0.05.
Results: The results showed that after removing the effect of the pretest, the posttest score between the experimental and control groups for cognitive involvement (p<0.001), motivational involvement (p<0.010), behavioral involvement (p<0.001), total academic participation index (p<0.001), and academic vitality (p<0.001) were significant. Also, the effect size of cognitive–metacognitive strategies training was 86% on academic vitality, 72% on behavioral engagement, 60.6% on cognitive engagement, 22.3% on motivational engagement, and 33.7% on academic engagement.
Conclusion: Based on the findings, it is concluded that cognitive and metacognitive strategies effectively increase academic engagement and vitality.

Keywords: Cognitive and metacognitive strategies, Academic engagement, Academic vitality, Students

Full-Text [PDF 314 kb] (452 Downloads)

Type of Study: Original Research Article | Subject: Psychology

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