[Home ] [Archive]   [ فارسی ]  
:: Volume 3, Issue 1 (Winter 2019) ::
2019, 3(1): 1-7 Back to browse issues page
Effect of Islamic Life Style and Metacognitive Skills on Motivating the Academic Achievement of High School Students; a Case Study of Kerman
Sh. Shahabi , Z. Moghanizadeh , Gh.R. Sanagouymoharer
Psychology Department, Education & Psychology Faculty, Zahedan Branch, Islamic Azad University, Zahedan, Iran , gh.sanagoo@iauzah.ac.ir
Abstract:   (234 Views)
Aims: Knowing the factors affecting the motivation of students' academic achievement is very important. The aim of this study was to investigate the effect of Islamic life style and metacognitive skills on motivating the academic achievement of high school students in Kerman.
Instruments & Methods: In this descriptive-correlational study, 332 students in District 1 of Kerman were selected, using multistage cluster sampling method. The Hermann's motivation questionnaire, Kaviani Islamic life style questionnaire, and metacognitive skills questionnaire were used for data collection. The data were analyzed by SPSS 16 software, using Pearson correlation coefficient and stepwise regression.
Findings: The correlation between Islamic life style and all components of metacognitive skills with positive motivation was positive and significant (p=0.01). Islamic life style explained the variance of motivation of academic achievement as 27% in the first step, 32% with the addition of self-esteem in the second step, and 34% with the addition of planning in the third step (p=0.001).
Conclusion: Islamic life style and metacognitive skills are important factors affecting the students' academic motivation.
Keywords: Motivation of Academic Achievement, Islamic Life Style, Metacognitive Skills
Full-Text [PDF 352 kb]   (2 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/10/20 | Accepted: 2018/12/28 | Published: 2019/03/19
1. Barak M, Watted A, Haick H. Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Comput Educ. 2016;94:49-60. [Link] [DOI:10.1016/j.compedu.2015.11.010]
2. Heckhausen H. The anatomy of achievement motivation. Cambridge: Academic Press; 2013. [Link]
3. Atkinson JW. A theory of achievement motivation. Atkinson JW, Feather NT, editors. New York: Wiley; 1966. [Link]
4. Brunstein JC, Maier GW. Implicit and self-attributed motives to achieve: Two separate but interacting needs. J Pers Soc Psychol. 2005;89(2):205-22. [Link] [DOI:10.1037/0022-3514.89.2.205]
5. Darwin S. The emergence of contesting motives for student feedback-based evaluation in Australian higher education. High Educ Res Dev. 2016;35(3):419-32. [Link] [DOI:10.1080/07294360.2015.1107879]
6. Mega C, Ronconi L, De Beni R. What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. J Educ Psychol. 2014;106(1):121-31. [Link] [DOI:10.1037/a0033546]
7. Ahmed W, Van Der Werf G, Kuyper H, Minnaert A. Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. J Educ Psychol. 2013;105(1):150-61. [Link] [DOI:10.1037/a0030160]
8. Hendriks AA, Kuyper H, Lubbers MJ, Van Der Werf MP. Personality as a moderator of context effects on academic achievement. J Sch Psychol. 2011;49(2):217-48. [Link] [DOI:10.1016/j.jsp.2010.12.001]
9. Kosnin AM. Self-regulated learning and academic achievement in Malaysian undergraduates. Int Educ J. 2007;8(1):221-8. [Link]
10. Kaviani M. Quantification and measurement of Islamic life style. Ravanshenasi va Din. 2011;4(2):27-44. [Persian] [Link]
11. Ibrahimi I, Tahmasebi Boldaji A, Mohammadi Nabikendi B. Quranic study on the relationship between life style and the pure life. Quranic Stud J. 2014;5(20):103-27. [Persian] [Link]
12. Afshani SAR, Rasoolinejad SP, Kavyani M, Samiee HR. The investigation of relationship between Islamic life style and social health among people of Yazd city. Stud Islam Psychol. 2014;8(14):84-104. [Persian] [Link]
13. Sobhaninejad M, Najafi H. A dimension analysis of responsibility in Islamic lifestyle. Seraje Monir. 2014;5(16):151-70. [Persian] [Link]
14. Ranjdoust Sh. Correlation of Islamic lifestyle with spiritual and social health. Islam Life Style Cent Health. 2018;2(4):187-94. [Persian] [Link]
15. Jenaabadi H. The study of the relationship between Islamic life style and job satisfaction with social health: A study correlation. Biannu J Appl Couns. 2017;7(2):45-54. [Persian] [Link]
16. Darbe Esfahani F, Motaghedifard M, Arfaei F, Shekari A. Correlation of Islamic lifestyle with life satisfaction and mental health. Islam Life Style Cent Health. 2018;2(3):131-5. [Persian] [Link]
17. Rahmati A. Prediction of psychological wellbeing and happiness in the light of Islamic lifestyle through the management of personality traits. Res Bull Lifestyle. 2018;4(6):43-67. [Persian] [Link]
18. Toulabi Z, Samadi S, Motaharinezhad F. A study on the role of self-esteem and self-effectiveness for the relation between Islamic life style and social adaptation among the youth in Mashhad. J Sociol Stud Youth. 2013;3(9):115-32. [Persian] [Link]
19. Nikookar GH, Kheyri AR, Taban M, Seydi F. Impact of Islamic lifestyle on academic achievement. Islam Manag Q. 2014;22(1):197-211. [Persian] [Link]
20. Mc Cormick CB. Metacognition and learning. In: Weiner IB. Handbook of psychology, educational psychology. Weiner IB, Freedheim DK, Miller GJ, Reynolds WM, editors. Hoboken: John Wiley & Sons; 2003. pp. 79-102. [Link]
21. Woolfolk AE. Educational psychology: Modular active learning edition, student value edition. 11th Edition. Upper Saddle River: Prentice Hall PTR; 2010. [Link]
22. Veenman MVJ, Van Hout-Wolters BHAM, Afflerbach P. Metacognition and learning: Conceptual and methodological considerations. Metacognit Learn. 2006;1(1):3-14. [Link] [DOI:10.1007/s11409-006-6893-0]
23. Couchman JJ, Miller NE, Zmuda SJ, Feather K, Schwartzmeyer T. The instinct fallacy: The metacognition of answering and revising during college exams. Metacognit Learn. 2016;11(2):171-85. [Link] [DOI:10.1007/s11409-015-9140-8]
24. Everson HT, Tobias S. The ability to estimate knowledge and performance in college: A metacognitive analysis. In: Hartman HJ, editor. Metacognition in learning and instruction, neuropsychology and cognition. 19th Volume. Dordrecht: Springer; 2001. pp. 69-83. [Link] [DOI:10.1007/978-94-017-2243-8_4]
25. Ghadampour E, Khalili Geshnigani Z, Rezaeyan M. Effect of teaching meta-cognition package (critical thinking, problem solving and meta-cognition approaches) on the motivation and the scholastic achievement of male students of first grade high school. J Instr Eval. 2018;11(42):71-90. [Persian] [Link]
26. Saeedzadeh M, Mohammadi Y, Asadi F. The role of metacognition and self-efficiency in students educational achievement. J Med Educ Dev. 2018;13(2):140-9. [Persian] [Link]
27. Rahimi H, Shojaeezadeh L. Analyzing the relationship between meta-cognitive skills and educational problem-solving and mediating role of academic self-efficacy in students. High Educ Lett. 2018;11(41):167-97. [Persian] [Link]
28. Sepahvandi MA, Sabzian S, Geravand Y, Beyranvand S, Pirjavid F. Effectiveness of cognitive techniques on academic motivation and academic performance of female high school students in Isfahan. New Educ Approach. 2016;11(1):63-80. [Persian] [Link]
29. Tahmasebi GH, Ramezani SG, Zare H. Review the impact of metacognitive strategies on achievement motivation and academic burnout of girl students of 6th grade Hasanabad city. J New Approach Educ Adm. 2018;9(1):173-90. [Persian] [Link]
30. Poortaheriyan Z, Khosravi M, Mohammadifar MA. The relationship between reading metacognition strategies and study habits on academic motivation. J Sch Psychol. 2014;3(1):22-36. [Persian] [Link]
31. Hermans HJ. A questionnaire measure of achievement motivation. J Appl Psychol. 1970;54(4):353-63. [Link] [DOI:10.1037/h0029675]
32. Akbari B. Validity of motivation questionnaire of Heremence on students of high school in Guilan providence. Curric Plan Knowl Res Educ Sci. 2008;(16):73-96. [Persian] [Link]
33. O'Neil Jr HF, Abedi J. Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. J Educ Res. 1996;89(4):234-45. [Link] [DOI:10.1080/00220671.1996.9941208]
34. Abafat H. The relation between meta-cognitive strategies, self-efficacy, parenting style with academic self-handicapping in male students of Ahwaz high school. J Soc Psychol. 2008;2(7):108-22. [Persian] [Link]
35. Asadi M, Barati Moghadam B, Naghavikoljahi M. The relationship between dimensions of Islamic lifestyle and happiness among the students of Kharazmi University. Islam Health J. 2015;2(1):33-8. [Persian] [Link]
36. Jamali M, Noroozi A, Tahmasebi R. Factors affecting academic self-efficacy and its association with academic achievement among students of Bushehr University Medical Sciences 2012-13. Iran J Med Educ. 2013;13(8):629-41. [Persian] [Link]
37. Kajbaf MB, Sajjadian P, Kaviani M, Anvari H. Relationship of Islamic lifestyle with happiness in life satisfaction of university students in Isfahan. Ravanshenasi va Din. 2012;4(4):61-74. [Persian] [Link]
38. Ashournejad F. The effectiveness of metacognitive strategies training on student achievement motivation. J Appl Psychol. 2013;7(3):103-16. [Persian] [Link]
39. Öz H. Metacognitive awareness and academic motivation: A cross-sectional study in teacher education context of Turkey. Procedia Soc Behav Sci. 2016;232:109-21. [Link] [DOI:10.1016/j.sbspro.2016.10.035]
40. Özcan ZÇ. The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition. Int J Math Educ Sci Technol. 2016;47(3):408-20. [Link] [DOI:10.1080/0020739X.2015.1080313]
41. Jalilzadeh H, Zarei HA. The prediction of religiosity based on thinking styles and personality types in the second secondary students of Urmia. Biannu J Educ Sci Islam Point View. 2018;6(10):123-40. [Persian] [Link]
42. Ilustre CAP. Beliefs about reading, metacognitive reading strategies and text comprehension among college students in a private university. Philipp ESL J. 2011;7:28-47. [Link]
43. Khurshid F, Tanveer A, Qasmi FN. Relationship between study habits and academic achievement among hostel living and day scholars' university students. Br J Humanit Soc Sci. 2012;3(2):34-42. [Link]
Send email to the article author

Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Shahabi S, Moghanizadeh Z, Sanagouymoharer G. Effect of Islamic Life Style and Metacognitive Skills on Motivating the Academic Achievement of High School Students; a Case Study of Kerman. Islamic Life Style. 2019; 3 (1) :1-7
URL: http://islamiclifej.com/article-1-233-en.html

Volume 3, Issue 1 (Winter 2019) Back to browse issues page
سبک زندگی اسلامی با محوریت سلامت Islamic Life Journal
Persian site map - English site map - Created in 0.05 seconds with 31 queries by YEKTAWEB 3862