The effectiveness of the self- regulated, metacognitive strategies training on the components of positive and negative emotions in education

Document Type : Research Paper

Authors

1 Ph.D Educational Psychology, faculty of Education Sciences, , Tabriz university. Tabriz. Iran.

2 Professor, Educational Psychology, Faculty of Psychology and Educational Sciences, Tabriz university. Tabriz. Iran

Abstract

Objective: The present study was conducted to determine the effectiveness of teaching Self-regulated metacognitive learning strategies on Negative Academic Emotions and Positive Academic Emotions of secondary school students in Tabriz.
Methods: The research method was a semi-experimental design with pretest-posttest design with control group. The statistical population of this study was all male primary school pupils in Tabriz in the academic year of 2017-2018-randomly selected cluster random sampling and assigned to two groups (40 people) and control (40 people), Participants in the experimental group received Self-regulated education metacognitive strategies training in twelve sessions of 90minutes. The data were collected using the Pekrun, Goetz & Perry Academic Emotions Questionnaire and analyzed by multivariate covariance analysis.
Results: the results of the covariance that 75% of the variance in the post-test scores of the experimental group was due to the effect of Self-regulated education metacognitive strategies and relation- ships with peers. Therefore, it can be concluded that Self-regulated education metacognitive strategies affects the improvement of positive emotions (frill, expectance, pride) and the quality of relationships with peers (p<0/001).
Conclusion: Self- regulated education metacognitive strategies education is effective in reducing the dimensions of academic 'negative emotions (bagginess, ager, boredom, dis- appointed, shame) of students.

Keywords

References

جوادی، فرشته وهاشمی­رزینی، سعداله(1395). بررسی رابطه بین   راهبردهای یادگیری خودگردان پیشرفت تحصیلی. مجله  پژوهش در روان‌شناسی کاربردی، 6(1)،193-207. doi.org/10.22084/j.psychogy.2018.14784.1660
رضایی، اکبر(1395). رابطه باورهای معرفت شناختی، هیجانهای تحصیلی و خودکارآمدی با رویکردهای یادگیری سطحی و   عمقی دانشجویان. دو فصلنامه راهبردهای  شناختی  در یادگیری.4(8)،59-80. doi.org/10.22084/j.psychogy.2016.1437
سپهریان‌­آذر و اقبالی(1394). رابطۀ سبک‌های یادگیری کلب و هیجان­‌های مثبت و منفی تحصیلی با یادگیری خود گردان. فصلنامه پژوهش در یادگیری آموزشگاهی و   مجازی. 2(8)، 17-30. http://ensani.ir/fa/article/journal-number/38415
ستاری، بهزاد؛ پورشهریار، حسین و شکری، امید(1394). اثربخشی بسته­‌ی مداخله‌­ای تنظیم هیجانهای پیشرفت برکاهش هیجان‌های منفی دانش‌­آموزان. مجله‌­ی روان‌شناسی مدرسه. 4(4)،76-93. http://ensani.ir/fa/39271/magazine.aspx
شکری، امیدو فلسفین، زینب (1393). روابط ساختاری بین اسنادهای علی، هیجان­‌های تحصیلی و خودنظم  جویی تحصیلی در دانشجویان.   فصلنامه ­روان‌شناسی  شناختی ،2(2)،46-58. http://ensani.ir/fa/article/364700  
شکری، امید وفاتحی پیکانی، زهرا(1393). نقش میانجیگر  هیجانات پیشرفت در رابطه با باورهای خودکارآمدی  تحصیلی و رویکردهای  یادگیری.دو فصلنامه راهبردهای شناختی در یادگیری.2(3)،73-92. http://ensani.ir/fa/article/364700
شهیدی، لاله و منشئی، غلامرضا(1394). اثربخشی آموزش مبتنی بر فراشناخت، بر تنظیم هیجانی و هیجان تحصیلی ریاضی دانش‌­آموزان دوره متوسطه دوم. فصلنامه تازه های علوم شناختی،17(3)،30-37.
عینی، ساناز؛ عبادی، متینه؛ سعادتمند، صغری و ترابی، نغمه. (1399). نقش تفکر خلاق، ذهن آگاهی و هوش هیجانی در پیش‌بینی تنیدگی تحصیلی دانش‌آموزان تیزهوش. تفکر و کودک، 11(2)، 183-210. 10.30465/fabak.2021.6214
ظنی­پور،آذین؛ قاسمی­‌جوبنه،رضا؛ موسوی، سیدولی­الله؛ حسینی‌­صدیق، مریم­السادات (1395). رابطه بین ذهن‌­آگاهی و تنظیم هیجان با تعلل­ ورزی تحصیلی دانشجویان. مجله  راهبردهای آموزش در علوم  پزشکی،9(3)، 134-141. http://edcbmj.ir/article-1-970-fa.html
نریمانی، محمد؛ عالی‌ساری نصیرلو، کریم و موسی‌زاده، توکل. (1393). مقایسه ی اثربخشی آموزش متمرکز برهیجان و کنترل تکانه برفرسودگی تحصیلی و عواطف مثبت و منفی دانش آموزان مبتلا به ناتوانی یادگیری. مجله ناتوانی‌های یادگیری، 3(3)، 79-99.   jld-3-3-93-3-6
نیکدل، فریبرز؛ کدیور، پروین؛ فرزاد، ولی­اله؛ عربزاده، مهدی و کاووسیان، جواد(1391). رابطه خودپنداره تحصیلی، هیجان‌های ­تحصیلی مثبت و منفی با یادگیری خود گردان در دانش‌­آموزان. فصلنامه روان‌شناسی کاربردی ،6(21)،103-119. https://apsy .sbu.ac.ir/article.95573.html
Arabzadeh, M., Kadivar, P. Farzad, W., Nikdel, F & Kavosian.J.(2013). Investigating the Interactive Role of Educational Excitements in the Relationship Between Goals of Progress and Self-directed Learning Strategies in Students. A Study on Learning and Education.  Fifth Edition. The Number Two, 133-113.  (Persian). https://apsy.sbu.ac.ir/article95572.html.
Bembenutty, H. (2009). Academic delay of gratification, self-regulation of learning, gender differences, and expectancy-value. Personality and individual differences, 3(46): 347-352. DO: I10.1016/j.paid .2008. 10.028
Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational psychology review, 18(3): 199-210. DOI:10.1007/s10648-006-9013-4
Bush, A. M. (2006). What Comes Between Classroom Community and   Academic Emotions: Testing a Self-Determination Model of Motivation in the College Classroom, Doctoral Dissertation,  University of Texas.
Eyni, S., Ebadi, M., Saadatmand, S., & Torabi, N. (2021). The role of Creative Thinking, Mindfulness and Emotional Intelligence in Predicting the Academic Stress of Gifted Students.  Tafakkor va Kudak, 11(2), 183-210.  10.30465/fabak.2021.6214
Ferenzel, A., Pekrun, R., & Goetz, T. (2007). Girls and mathematics A “hopeless” issue A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education. 22(4), 497-514.  https://link.springer.com/article/10.1007 /BF03173468#citeas
Goetz, T., Frenzel, A.C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: testing the internal/ external frame of reference model for academic enjoyment. Contemporary.  Educational Psychology, 4(9), 9-33. doi:10.1016/j.cedpsych.2006.12.002
Haga, S. M., Kraft, P., & Corby, E.M. (2009).  Emotion regulation: Antecedents and well -Being outcomes of cognitive reappraisal and expressive suppression in cross-cultural samples. Journal of Happiness Stud, 10, 271–291.
Hen M, Goroshit M. Academic procrastination, emotional intelligence, academic self-efficacy,and GPA: a comparison between students with andwithout learning disabilities. J Learn  Disabil. 2014;47(2):116-24. https:// doi.org/10.1177/0022219412439325
Javadi, F., Hashemirazini, H., Hashemirazini, S. (2015) Transactional relationship with self-regulatory learning strategies and academic development Quarterly. Journal of psychological Applications Research .2015,6(1), 193-207(Persian). doi.org/10.22084/j.psychogy.2018.14784.1660
Kim, Ch. & Hodges, Ch. B. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course.  Instructional   Science. 40(1), 173–192. http://dx.doi.org/10.1007/s11251-011-9165-6
King, R.B.& Gaerlan, M. J. M. (2014). High self-control more positive emotions, better engagement, and higher achievement in school. Personality and Social Psychology, 57(4), 749-761. http:// dx.doi.org/10.1007/s10212-013-0188-z
Licinio, J. (2016). PERMA: Positive emotion, Engagement, Relationships, Meaning and Accomplishment Optimism, Physical Activity, Nutrition and Sleep. Australia: South Australian Health & Medical Research Institute(SAHMRI).   10.3390/10101428
Mouratidis, A., Vansteenkiste, M., Lens, W., & Vanden Auweele ,Y.(2009). Beyond positive and negative affect: Achievement goals and discrete emotions in the elementary physical education classroom. Psychology of Sport and Exercise,10(3), 336–343. http://dx.doi.org/10.1016/j.psychsport.2008.11.004
Nikzad, F., Kadivar, P., Farzad, V., Arabzadeh, M & Kavosian, J. (2012). Relationship academic self-concept, positive and negative academic excitement with self-directed learning in students. Quarterly Journal of Applied Psychology.  6(2). 109-103.  (Persian) https://apsy.sbu.ac .ir/article95572.html.
Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584-608. https://doi/10.1016/j.cedpsych.2007.08.002
Pekrun, R., & Stephens, E. J. (2010). Achieve mentemotions: A control-value approach Social and Personality Compass, 4, 238–255. https://doi.org/10.1016/J.CEDPSYCH.2010.10.002
Pekrun, R., Cusack, A., Murayama, K., Elliot, Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning, & Instruction,29, 115-124. http://dx.doi.org/10.1016/j.learninstruc.2013.09.002
Pekrun, R., Frenzel, A. Goetz, T. & Perry, R.  (2007). The control- value of Achievement Emotions: An integrative approach to emotions in education. In P.A. Shutz, & R. Pekrun, (Eds.). Emotion in Education (pp.13-36). San Diego, CA: Academic Press. https://psycnet.apa.org/doi/10.1016/B978-012372545-5/50003-4
Pekrun, R., Goetz, T. Frenzel, C., Barchfeld , P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achieve-mentEmotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36 48. https://eric.ed.gov.doi.org.cedpsych.2010.10. 2010.10.002
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Academic Emotions Questionnaire (AEQ) user’s manual. Munich, Germany: University of Munich, Department of Psychology.
Pekrun, R.,Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing amodel of their joint relations with academicperformance.  Journal of  Educational  Psychology,101, 115-135. https://psycnet.apa.org/doi/10 .1037/a0013383
Rezayi, A. (2016). The Relationship between Epistemological Beliefs, Excitement and Self-efficacy with Students' Surface and Deep Learning Approaches. Two Quarterly Cognitive Strategies for Learning,4(6),59-80. (Persian).  .doi.org/10.22084/j.psychogy.2016.1437
Rosea Jonat.  R., McGuire-Snieckusa., & Gilberta, L. (2015). Emotion Coaching - a strategy for promoting behavioral self-regulation children   /young people in schools: A pilot study The   European Journal of Social and Behavioral Sciences EJSBS Volume XIII (ISSN: 2301-2218). http://dx.doi.org/10.15405/ejsbs.159
Sattari, B., Pourshahriar, H & Shokri, O. (2015). The Effectiveness of Intervention Package of Progressive Emotion Regulation on Students' Negative Emotion Reduction. School Psychology, 4(4),73-97. (Persian). http://ensani.ir/fa/39271/magazine.aspx
Schunk, D. H. (2008). Metacognition, self regulation, and self-regulated learning: Research recommendations. Educational Psychology Review,20(4):463-467. https://psycnet.apa.org/doi/10.1007/s10648-008-9086-3
Schutz, P. & Pekrun, R. (2007). Emotion in education. San Diego: Elsevier Academic. https://doi.org/10.4236/psych.2015.63017
Seligman, M. E. (2011).Flourish:A Visionary New Understanding of happiness and Well-bing. New yourk: Free Press. https://doi.org/10.4236/psych.2012.36063
Sepehrian Azar, F. & Egbali, A. (2015) The relationship between college learning styles and positive and negative emotional excitement with autonomous learning. Quarterly Journal of Research in School and Virtual Learning,2(8),17-30. (Persian). http://ensani.ir/fa/article/journal-number/38415 1394.
Shahidi, L, & M, G. (2015) The effect of metacognition based education on mental emotion regulation and excitement of secondary school students.The Newest Journal of   Cognitive Science.17(3), 30-37. (Persian)
Shokri, O., & Fatehi Pikani, Z. (2014). Mediator of excitement of advancement in relation to self-efficacy beliefs and learning approaches. Two Quarterly Journal of Cognitive Strategies for Learning,2(3),73-92. (Persian). https://asj.basu.ac.ir11431.
Shokri, O., & Falsafine, Z. (2014). Structural relations between Ali's attributes, academic excitement and academic self-discipline in students. Cognitive Psychology. 2(2),46-58. (Persian). http://ensani.ir/fa/article/364700
Stein, J. (2010). Emotional self-regulation a critical component of executive function. In  L Meltzer (Ed.), Promoting Executive Function in the Classroom (pp. 175-201). The Guilford Press.
Valinasab, S., & Zeinali,A.(2018). The mediational pathway among academic emotions, self-reulated learning, and academic motiva with academic achievement of high school students. International Journal of   Educational and Psychological Researches. April 4, 2018, IP:   185.131.142.137. DOI:10.4103/jepr.jepr_3_17
Villavicencio, F.T.& Bernardo, A. B. I. (2013). Positive academic emotions moderate There relation ship between self-regulation and academic achievement. British Journal of Educational Psychology, 83, 329–340. doi:10.1111/j.2044-8279.2012.02064.x.
Wolters, C. (2010). Self-Regulated Learning and the 21 Century Competencies.  Journal of Educational Psychology, 122:171–186. http://www.hewlett.org/uploads/Self_Regulated_Learning __21st_Century_Competencies.pdf
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133. https://psycnet.apa.org/doi/10.1016/j.compedu.2014.04.018
Zimmerman, BJ. (2015). Self-regulated learning: Theories, Measures, and outcomes, University of New York, NY, USA. https://doi.org/10.1016/j.iheduc.2015.04.007
Zunnipour, A., Ghasemi Jubneh., R; Mousavi., S. V., Hosseini Sediq, M. S. (2016).  Relationship between mindfulness and emotional regulation with   students' academic   procrastination. Journal of Educational Strategies in Medical Sciences.9(2),134-141.  (Persian). http://edcbmj.ir/article-1-970-fa.html
Journal of School Psychology
Volume 10, Issue 4
January 2022
Pages 45-58

Files

Share

How to cite

Statistics