DOI: 10.14704/nq.2017.15.2.1068

The Effects of Motivated Strategies for Learning Questionnaire (MSLQ) on Students’ Cognitive and Meta-Cognitive Skills

Samaneh-Sadat Tabatabaei, Hassan Ahadi, Shokouh-ol-sadat Bani-Jamali, Hadi Bahrami, Ahmad Khamesan

Abstract


The aim of the present research is to identify the effect of teaching motivated strategies for learning on students’ cognitive and metacognitive skills. This research is a semi-experimental study with pre-test and post-test procedures. 46 students who obtained less than 162.5 scores in motivated strategies for learning questionnaire (MSLQ) are selected in statistically matched experimental and monitored groups of the study (each groups constitute of 23 students). The experimental group is administered in eight 100 minutes long sessions under the motivated strategies of learning protocol (MSL). This protocol is the adaptation of a theoretical background, utilized in previous studies. The results of the study indicate that after utilization of MSL, students’ cognitive and meta-cognitive skills are enhanced. Therefore, MSLQ is propounded as a learning facilitator. © 2014 Published by RRAMT France Ltd.

Keywords


Motivated Strategies for Learning Questionnaire (MSLQ); Learning Strategies; Strategy; Cognitive; Meta-Cognitive

Full Text:

Full Text PDF

References


Ababaf, Zohre. (2009). A comparative study of learning skills of efficient and inefficient high school students of Tehran, Thesis submitted in partial fulfillment of the requirements for the degree of Masters, Allameh Tabatabaii University.

Abedi, Samad, Saeidipour, Bahman, Farajollahi, Mehran and Seif, Mohammad Hasan. Modeling the relationship among intelligence, epistemological and motivational beliefs and self-regulatory learning strategies of Payam Noor students. Research in Institutional and Cyber Learning Quarterly 2015; 2(8): 43-67.

Ashoori, Mohammad et al. (2012). Effectuality of learning skills and attribution retraining strategies on exceptional students’ problem-solving procedures on mathematics, 2012; 8(31): 247-50.

Babaei Menghari, Mohammad Mehdi. The relationship between motivational strategies for learning and math learning of high school students 2014; M. A. thesis, Mohaghegh Ardebili University.

Barzegar Befruei, Kazem; Barzegar Befruei, Mehdi, and Mollaei Bahrami. The role of goal orientation and reading metacognitive strategies in predicting educational motivation of male students of Teachers University of Yazd. Research in Institutional Learning Quarterly 2014; 2(5): 30-38.

Bonner SE., Zimmerman J., Sebastian BO. & Kovach, RO. Developing Self-Regulated Learners. Beyond Achievement to Self-Efficacy. Washington, DC, US: American psychological Association, 1996: 1-147.

Derakhshan, Nushin and Teimuri, Leila (2015). The relationship between test anxiety and reading metacognitive awareness with educational performance of Payam Noor university. Applied Research in Educational Psychology 2015; 2(2):1-14.

Direh E and Shokuhossadat B. The study of motivated strategies in utilization of cognitive and meta-cognitive in learning skills, Quarterly Journal of Psychological Studies of Alzahra University 2008; 3(5): 47-62.

Driscoll. MP. Psychology of Learning for instruction. (2nd ed). 2000; Boston: Allyn & Bacon.

Garner JK. Conceptualizing the relations between executive functions and self-regulated learning. The Journal of Psychology 2009; 143(4): 405-26.

Ghavamabadi, Soqra. Reciprocal teaching, direct explanation and comprehensive critical thinking as three learning skills of students’ meta-cognitive, regulative and facilitative learning strategies: a case study of middle school students of Tehran. Thesis submitted in partial fulfillment of the requirements for the degree of PhD, Allameh Tabatabaii University, 1997.

Hosseininasab, Seyd Davood. Educational Culture. Tabriz: 1998; Ahraz Publishing.

Jazayeri A and Masoome E. The study of effectuality of meta-cognitive strategies on problem solving procedures, Journal of Rehabilitation 2002; 3(4): 27-32.

Karashki H. The effects of meta-cognitive strategies on students’ comprehension, Journal of Psychology 2002; 6(1): 63-84.

Marufi Y, Kord N, Rasoul and Saed M, Lotfollah. Effectiveness of teaching cognitive and metacognitive strategies on educational progress in experimental sciences lessons. Cognitive Strategies in Learning Quarterly 2014; 1(2): 84-94.

Mesrabadi J and Erfani A. Meta-analysis of the relationship between learning strategies and educational progress. Cognitive Strategies in Learning Quarterly 2014; 1: 97-107.

Mohammad AK, Javedani M. An assessment of lifestyle modification versus medical treatment with clomiphene citrate, metformin, and clomiphene citrate–metformin in patients with polycystic ovary syndrome. Fertility and sterility 2010; 94(1): 216-20.

Mohammad Amini, Zarrar. The relation between regulative strategies and motivated skills and students’ educational advancement, Quarterly Journal of New Thoughts on Education 2009; 4(4): 123-36.

Ahmadi MR, Javedani M, Ghiasi B, Ghavam S. Investıgatıon of the relatıonshıp between phase angle and mıcro-albumınurıa ın type 2 dıabetıc patıents wıth a hıstory of more than 5 years of the dısease ın Ilam Provınce, Iran. Acta Medıca Medıterranea 2017; 33(2): 351-7.

Montague M. The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of learning disabilities 1992; 25(4): 230-48.

Narimani M, Mohammad AZ, Zahed, Adel and Abolghasemi. Comparing effectiveness of teaching self-regulatory learning and problem-solving strategies on educational motivation of low performing students. School Psychology Journal 2015; 4(1): 139-155.

Núñez JC, Cerezo R, Bernardo A, Rosário P, Valle A, Fernández E, Suárez N. Implementation of training programs in self-regulated learning strategies in Moodle format: Results of a experience in higher education. Psicothema 2011; 23(2): 274-81.

Pintrich PR, smith DA, Garcia T, Mc Keachie W.A manual for the use of themotivated strategies for learning questionnaire (MSLQ). University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. 1991.

Pintrich PR, De Groot EV. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 1990; 82(1): 33-40.

Pintrich PR. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology 2003; 95(4): 667-86.

Pourtaherian Z, Khosravi M and Mohammaddifar MA. The role of reading metacognitive strategies and study habits in motivation for progress among female students. School Psychology Journal 2014; 3(1): 22-36.

Rahmati S, Delpishe A, Azami M, Ahmadi MR, Sayehmiri K. Maternal Anemia during pregnancy and infant low birth weight: A systematic review and Meta-analysis. International Journal of Reproductive BioMedicine 2017; 15(3): 125-34.

Roberts, GC. Advances in motivation in sport and exercise, 2001, Champaign, IL: Human kinetics.

Seif, Ali Akbar. Modern Educational Psychology. Tehran: 2013, Doran Publishing.

Stipekep, DJ. Motivation to learn: from theory to practice (4th ed), 2002, boston, allyn &bacon.

Weinstein CE & Hume, IM. Study strategies for lifelong learning Washington D.C: American psychological Association, 1998.


Supporting Agencies





| NeuroScience + QuantumPhysics> NeuroQuantology :: Copyright 2001-2017