نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری تخصصی روانشناسی، دانشکده علوم انسانی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
2 استادیار، گروه روانشناسی، واحد اسلام آباد غرب، دانشگاه آزاد اسلامی، اسلام آباد غرب، ایران (نویسنده مسئول)
3 استادیار، گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The present study aimed to develop a structural model of Academic Well-being based on the Cognitive and Metacognitive Strategies by mediating academic engagement and examining the effectiveness of the model on students' Self-directed learning. In the first stage, using a descriptive-correlational research method, 350 male and female students from the second-cycle secondary schools in the city of Kermanshah were selected by stratified random sampling method. They responded to Peterinen etal Academic Well-being, Karami Cognitive and Metacognitive Strategies and Reeve academic engagement questionnaires. The results of the structural equation analysis showed that the Variables of cognitive and metacognitive strategies have a direct and positive effect on academic engagement؛ Also, Variables of academic engagement and cognitive strategies have a direct and positive effect on academic well-being. But Metacognitive strategies variable has a direct and negative effect on academic well-being. Also, the findings show that cognitive and metacognitive strategies have indirect and positive effects on academic well-being through academic engagement. In the second stage, using a quasi-experimental research technique, 30 students were selected through a randomized cluster sampling method. Fisher etal.'s Self-directed learning questionnaires were used to measure student’s Self-directed learning. Then the educational program was implemented. The results showed that the assumed model has a positive effect on all components of self-directed learning.
کلیدواژه‌ها [English]
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