文章基本信息

标题：Structure Relationship between Self-imaginary and Meta-cognition Beliefs with Self-regulatory Learning in Pre-university Girl Students in Rasht City
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作者：Zahra Meidani ; Zahra Meidani ; Mahshid Sharifi 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2015
卷号：185
页码：365-373
DOI：10.1016/j.sbspro.2015.03.419
语种：English
出版社：Elsevier
摘要：AbstractIn this study the relationship between self-imaginary structure and meta-cognition beliefs with self-regulatory learning variable in pre-university girl students is investigated. 300 girl students have been selected with bunch random method from Rasht schools for this correlative study. Some devices like schooling self-imaginary questionnaire, meta-cognition questionnaire and self-regulatory learning questionnaire are used to collect the students Data. Data are analyzed with Pearson correlation, regression and one-way ANOVA methods. The analysis shows negative and significant correlation between meta-cognition beliefs variable and self-regulatory learning. This means that reduction of meta-cognition beliefs increases the students learning ability. Also, it is concluded that there is considerable positive correlation between self-imaginary and self-regulatory learning and significant negative association between self-imaginary variable and meta-cognition beliefs. Furthermore, the regression and ANOVA analysis show that self-imaginary and meta-cognition beliefs which are independent variables are not suitable anticipants for self-regulatory learning. Results show that meta-cognition beliefs lead to objective thinking and psychological traumas and play inhibitory role in self-regulatory process. Indeed, people with inner control and positive self-imaginary, have better control on the learning facts and their results. These people have more effective role in the self-regulatory process.
关键词：Self-imaginary structure;Meta-cognition beliefs;Self-regulatory learning