نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار دانشگاه آزاد اسلامی واحد اردستان، دانشگاه آزاد اسلامی، اردستان، ایران
2 کارشناس ارشد آموزش و پرورش ابتدایی، دانشگاه آزاد اسلامی واحد میمه، میمه، ایران.
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The general purpose of this study is to determine the effectiveness of self-regulatory learning (cognitive and metacognitive) on self-efficacy (cognitive, emotional, motivational and selective) and happiness of fourth-grade elementary students of Shahrekord tribes in science in the academic year 2019-2020. Self-regulatory learning as an independent variable, self-efficacy and happiness test as matching variables and self-efficacy and happiness post-test as dependent variables by one-way multivariate analysis of covariance were compared in the control and experimental groups. The main tools of this research are Bandura self-efficacy questionnaires and Ryan and Frederick's mental happiness questionnaire and self-regulated learning strategies training package. According to the research findings, both cognitive and metacognitive components of the self-regulated learning protocol have been effective in improving the cognitive and selective dimensions of self-efficacy, but they have not affected the emotional and motivational dimensions of self-efficacy. Besides, it was found that cognitive and metacognitive components of self-regulated learning affect students' happiness.
کلیدواژه‌ها [English]
)