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The Effectiveness of Cognitive and Metacognitive Learning Strategies Training on procrastination and academic self-efficacy of medical students
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Fariba Saeedpoor1    , Sepideh Ansari2 , Nasim Mesrkhani3 |
1- guilan university , fariba_saeedpour@yahoo.com
2- Allameh Tabataba'i University
3- university of mohaghegh ardabili |
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Abstract: (1515 Views) |
Introduction: Students face many obstacles during their studies, which can lead to procrastination and overshadow their academic self-efficacy. The purpose of this study was to evaluate the effectiveness of cognitive and metacognitive learning strategies training on procrastination and academic self-efficacy of medical students.
Methods: The research method was Semi-experimental and pre-test-post-test with control group. To do this research, 40 students were randomly assigned to experimental and control groups. For data collection in pre-test and post-test, the Educational Procrastination Scale and Educational Self-Esteem Questionnaire were used. For the experimental group, the cognitive and metacognitive learning strategies training program was applied in a grouped manner for 10 sessions. Collected data were analyzed by SPSS-23 software using covariance analysis.
Results: The findings showed that the research hypotheses based on cognitive and metacognitive learning strategies training on procrastination and academic self-efficacy of students of Mashhad University of Medical Sciences have been confirmed. Students in the experimental group have significantly less academic procrastination and more academic self-efficacy.
Conclusions: Therefore, it can be concluded that teaching cognitive and meta-cognitive learning strategies is effective on reducing academic procrastination and increasing academic self-efficacy in medical students.
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| Keywords: Cognitive and Metacognitive Learning Strategies, Academic procrastination, Academic Self-efficacy, Students, University of Medical Sciences |
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Full-Text [PDF 499 kb]
(1096 Downloads)
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Article Type: Original Research |
Subject:
Research in Medical Science Education
Received: 2019/09/20 | Accepted: 2020/04/14 | Published: 2023/08/1
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