Document Type : Research
Authors
1 Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran
2 M.Sc. Educational Psychology, Faculty of Economics and Social Sciences, Bo Ali Sina University, Hamadan, Iran
3 Assistant Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran
Abstract
Motivation and the learning process have deeply connected. The study was therefore aimed at examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical community all female students of the first secondary school year 2022-2023 were in the city of Hamedan. 40 students with low academic motivation were selected for sample selection by sampling method and were randomly placed in two Test groups (20 students) and the witness Group (20 students). After grouping and conducting the pre-test, the test group was presented with 10 sessions of training in metacognitive strategies. Then both groups were tested. Then both groups were tested. The data collection tools included The academic motivation questionnaire of Wallerand et al. (1992), Questionnaire on the skill of concentration of savari and orkei (2015) and The questionnaire of the academic hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis was used using spss27 software. The findings suggested that teaching metacognitive strategies had a positive and meaningful impact among students with low academic motivation. (p < 0/01). So it can be concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and These factors together increase their academic motivation. Accordingly, it is suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes
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