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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
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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
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Volume 3, Issue 1 (Winter 2019) Back to browse issues page
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