fatemeh Bayanfar; Amir reza Rajaee manesh
Abstract
Academic performance requires cognitive abilities and the use of different types of memory deficiencies in cognitive abilities and memory problems can affect academic performance. The purpose of the present study was to explain the model of academic performance based on cognitive abilities, memory self-efficacy, ...
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Academic performance requires cognitive abilities and the use of different types of memory deficiencies in cognitive abilities and memory problems can affect academic performance. The purpose of the present study was to explain the model of academic performance based on cognitive abilities, memory self-efficacy, everyday memory, retrospective-prospective memory with the mediation of meta-memory of secondary school students. The research was practical and the method was path analysis with structural equation modeling .The statistical population was all second_ grade students in Mashhad in the academic year 2020-2021 that were selected by accessible sampling (322 students). Data collection tools included nejati cognitive abilities questionnaire (2014), Sanderland et al everyday memory inventory (1983), Crawfer et al retrospective-prospective memory scale (2003), Bari memory self-efficiency scale (1989), multi factorial memory questionnaire Troyer and Rich (2002) and grade point average. In order to test the research hypotheses, the method of path analysis and structural equations was used by SPSS-22 and AMOS-22 software. The latent variables of cognitive abilities, everyday memory, retrospective-prospective memory, memory of self-efficiency, and meta- memory with markers. The findings of the measurement model showed that all marker variables were significantly loaded on their latent structural. The results of the structural model also showed that the variables of cognitive abilities, memory self- efficiency, every day memory, retrospective-prospective memory have a positive, direct and significant effect on academic performance with mediating of meta- memory. This model, overall, predicted the variance of academic performance as 67%. Conclusion: According to the obtained results the predictor variables can be used to improve academic performance.
