Determining the Mediating Role of Metacognition and Working Memory Regarding the Relationship Between Executive Functions and Academic Self-regulated Learning Among Female Students of Shahid Chamran University of Ahvaz

Aghdar, Azam; Shehni Yeilagh, Manijeh; Alipour, Siros

Volume 13 - Articles-1402 MEJDS (2023) 13: 136 | Back to browse issues page

Mendeley

Zotero

RefWorks

Aghdar A, Shehni Yeilagh M, Alipour S. Determining the Mediating Role of Metacognition and Working Memory Regarding the Relationship Between Executive Functions and Academic Self-regulated Learning Among Female Students of Shahid Chamran University of Ahvaz. MEJDS 2023; 13 :136-136
URL: http://jdisabilstud.org/article-1-2664-en.html

Determining the Mediating Role of Metacognition and Working Memory Regarding the Relationship Between Executive Functions and Academic Self-regulated Learning Among Female Students of Shahid Chamran University of Ahvaz

Azam Aghdar¹

, Manijeh Shehni Yeilagh ^*²

, Siros Alipour³

1- PhD Student in Educational Psychology, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2- Full Professor, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz Iran
3- Associate Professor, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz Iran

Abstract: (1039 Views)

Abstract
Background & Objectives: The brain's executive functions have a fundamental role in controlling and altering educational performance and complicated cognitive functions. Learning educational self–regulation significantly improves students' ability to pay long–term attention to their educational goals and increases their success and self–control. Common executive functions like impulse control and organization may affect academic achievement. Therefore, a greater perception of the relationship between executive functions and educational self–regulation can have implications for a better understanding executive functions. Thus, the present study aimed to investigate the mediating role of metacognition and working memory in the relationship between executive functions and academic self–regulated learning in the female students of Shahid Chamran University of Ahvaz.
Methods: This study was performed based on structural equation modeling. The statistical population included all students of Shahid Chamran University of Ahvaz in the academic year 2019–2020, among whom 200 female students were selected through a multi–stage random sampling method. To observe the ethical consideration of the research, the necessary permissions were obtained from the Shahid Chamran University of Ahvaz, and out of 12 faculties of the University, 6 faculties were randomly selected. Data were collected using the Metacognitive Questionnaire (Wells & Cartwright–Hatton, 2004), Cognitive Abilities Questionnaire (Nejati, 2013), Academic Self–Regulation Questionnaire (Hong & O'Neill, 2001), and Computerized Working Memory Test (Riding et al., 2003). To analyze data, descriptive statistical methods (mean, standard deviation, and Pearson correlation coefficient) were used, and structural equation modeling was applied using AMOS and SPSS software version 24 to evaluate the proposed research model.
Results: The results showed that the path coefficient between executive functions and academic self–regulated learning in female students of Shahid Chamran University of Ahvaz was not significant (p=0.100, β=0.14). However, the path coefficients between executive functions with metacognition (p<0.001, β=0.29) and executive functions with working memory (p=0.002, β=0.27) were positive and significant. Also, the path coefficients between working memory and academic self–regulated learning (p<0.001, β=0.27) and metacognition with academic self–regulated learning (p<0.001, β=0.28) were positive and significant. The indirect path coefficient between executive functions and academic self–regulated learning through metacognition was positive and significant (p=0.002, β=0.08), and the indirect path coefficient between executive functions and academic self–regulated learning through working memory was positive and significant (p=0.005, β=0.08). All fit indices supported a good fit of the model to the collected data (χ2/df =3.35, CFI=0.85, IFI=0.90, TLI=0.82, NFI=0.83, RMSEA=0.09).
Conclusion: According to the research results, executive functions increase metacognitive strategies and working memory. As a result, learning increases academic self–regulated learning.

Keywords: Executive functions, Academic self–regulated learning, Metacognition, Working memory

Full-Text [PDF 688 kb] (271 Downloads)

Type of Study: Original Research Article | Subject: Psychology

References

1. Jantz C. Self-regulation and online developmental student success. J Online Learn Teach. 2010;6(4):852–7.

2. Barkley RA. Barkley deficits in executive functioning scale--children and adolescents (BDEFS-CA). New York, NY: Guilford Press; 2012.

3. Garner JK. Conceptualizing the relations between executive functions and self-regulated learning. J Psychol. 2009;143(4):405–26. [DOI]

4. Fuhs MW, Nesbitt KT, Farran DC, Dong N. Longitudinal associations between executive functioning and academic skills across content areas. Dev Psychol. 2014;50(6):1698–709. [DOI]

5. Follmer DJ, Sperling RA. The mediating role of metacognition in the relationship between executive function and self-regulated learning. Br J Educ Psychol. 2016;86(4):559–75. [DOI]

6. Shams Esfandabad H. Individual differences in psychology. Tehran: Samt Publications; 2005. [Persian]

7. Salarifar MH, Mazaheri MA. The relationship of metacognition and metaphor with self-regulation. Advances in Cognitive Sciences. 2011;12(4):60–8. [Perain] [Article]

8. Khanjani Z, Faraji R, Faroughi P. The effectiveness of self-regulation training on executive functions of students with learning disabilities. Developmental Psychology: Iranian Psychologists. 2015;12(45):51–9. [Persian] [Article]

9. Rostami F. Comparison of the effectiveness of working memory training on educational self-regulation in female students of state high schools. Quarterly Journal of Education, Counseling and Psychotherapy. 2018;7:1–13. [Persian] [Article]

10. Khakpoor F, Abedi A, Manshaee G. The effectiveness of executive function instruction based on the Anderson's model on learning behaviors and academic performance among the students with attention deficit hyperactivity disorder. J Res Behav Sci. 2018;16(1):1–7. [Persian] [Article]

11. Capodieci A, Re AM, Fracca A, Borella E, Carretti B. The efficacy of a training that combines activities on working memory and metacognition: transfer and maintenance effects in children with ADHD and typical development. J Clin Exp Neuropsychol. 2019;41(10):1074–87. [DOI]

13. Seif A. Modern educational psychology: psychology of learning and instruction. Tehran: Agah Publishing; 2002. [Persian]

14. Shirinzadeh Dastgiri S, Goodarzi MA, Rahimi Ch, Naziri Gh. Study of factor structure, validity and reliability of Metacognition Questionnair–30. Journal of Psychology. 2009;12:445–61. [Persian]

15. Hooman H. Research methodology in behavioral sciences. Tehran: Samt Pub; 2014. [Persian]

16. Wells A, Cartwright-Hatton S. A Short Form of the Metacognitions Questionnaire: properties of the MCQ–30. Behav Res Ther. 2004;42(4):385–96. [DOI]

17. Wells A, Matthews G. Modelling cognition in emotional disorder: The S–REF model. Behav Res Ther. 1996;34(11–12):881–8. [DOI]

18. Nejati V. Cognitive Abilities Questionnaire: development and evaluation of psychometric properties. Advances in Cognitive Science. 2013;15(2):11–19. [Persian]

19. Hong E, O'Neil HF. Construct validation of a trait self-regulation model. Int J Psychol. 2001;36(3):186–94. [DOI]

20. Borjalilu S, Mojtahedzadeh R, Mohammadi A. Exploring the validity, reliability and factor analysis of Self-Regulation Scale for medical students. Journal of Medical Education and Development. 2013;8(2):25–35. [Persian] [Article]

21. Riding RJ, Grimley M, Dahraei H, Banner G. Cognitive style, working memory and learning behaviour and attainment in school subjects. Br J Educ Psychol. 2003;73(2):149–69. [DOI]

22. Zahmatkesh Z, Hosseini-Nasab SD, Saadati Shamir A. Barrasiye rabeteye hafezeye kari va bahreye hooshi ba pishraft tahsili danesh amoozan dokhtar yek zabane va do zabane dabirestan haye Tehran [Examining the relationship between working memory and intelligence with female students` academic achievement in monolingual and bilingual high school of Tehran]. Journal of Instruction and Evaluation. 2016;8(32):111–33. [Persian]

23. Kline RB. Principles and practice of structural equation modeling. Third edition. New York: The Guilford Press; 2010.

24. Morgan AB, Lilienfeld SO. A meta-analytic review of the relation between antisocial behavior and neuropsychological measures of executive function. Clin Psychol Rev. 2000;20(1):113–36. [DOI]

25. Aziziyan M, Asadzadeh H, Alizadeh H, Dortaj F, Sadipour E. The effectiveness of executive functions training on enhancement of attention, working memory, and inhibition in pupils with borderline intellectual functioning. J Res Behav Sci. 2017;15(1):93–103. [Persian] [Article]

26. Arffa S. The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Arch Clin Neuropsychol. 2007;22(8):969–78. [DOI]

27. Cho HJ, Yough M, Levesque-Bristol C. Relationships between beliefs about assessment and self-regulated learning in second language learning. Int J Educ Res. 2020;99:101505. [DOI]

28. Alghamdi A, Karpinski AC, Lepp A, Barkley J. Online and face-to-face classroom multitasking and academic performance: moderated mediation with self-efficacy for self-regulated learning and gender. Comput Human Behav. 2020;102:214–22. [DOI]

29. Babakhanzadeh S, Ehteshamzadeh P, Eftekharsaadi Z, Bakhtiyarpour S, Alipour A. The effectivenss of metacognitve therapy with emphasis for brain executive functions on cognitive- attentional syndrom and sense of coherence in anxious persons. Culture Counseling. 2019;10(38):195–220. [Persian] [Article]