Document Type : Original Article

Authors

1 Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran

2 Department of Educational Sciences, Farhangian University, Iran

3 Department of Psychology, Ghaemshahr Branch, Islamic Azad University, Ghaemshahr, Iran

Abstract

Cognitive strategies and also social self-efficacy are the most important learning tools that are essential and influential components of student performance. Considering this, the present study aims to investigate the effectiveness of cognitive style training on the improvement of learning and social self-efficacy among students of the Farhangian University of Mazandaran. The present research was quasi-experimental with pretest-posttest and control group design. For this purpose, 60 students were allocated to experimental and control groups during the year 2018-2019 using a random sampling method (30 control groups and 30 experimental groups), and they were asked to complete Smith and Betz’s (2000) 25-item Scale of Perceived Social Self-Efficacy (SPSSE) as a pretest. The experimental group received 10 ninety-minute sessions of cognitive strategy training. In the end, both groups answered the above questionnaire again. Mean, standard deviation, and analysis of covariance were used to analyze the data. The results indicated that Cognitive style training increased students’ learning and social self-efficacy significantly (P≥0/001). Considering the effectiveness of cognitive style training, it is suggested that utilizing this method improves students' academic status and increases social self-efficacy.

Keywords

Bachem, R., & Casey, P. (2018). Adjustment disorder: A diagnosis whose time has come. Journal of Affective Disorders, 227(2), 243-253.
Bandura, A. (2001). Self-efficacy, In V. S. Ramachandran (Ed.), Encyclopedia of human behavior, New York: Academic Press, 71-81.       
Driwer, A. (2012). Achievement motivation and self-efficacy in relation to adjustment among university students. Journal of Social Sciences, 6(3), 333-339.
Ghomi, M., Moslemi, Z., & Mohammadi, S. (2016). The relationship between metacognitive strategies with self-directed learning among students of Qom University of Medical Science. Education Strategies in Medical, 9(4), 248-259.    
Heydari, N. (2017). Indicators of students' academic achievement: Case study of metacognitive knowledge and learning strategies. Journal of Psychological and Educational Science, 3(2), 53-67.
Joo, Y., Bong, M., & Cho, H. (2009). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5-17.
Liran, B., & Miller, P. (2017). The role of psychological capital in academic adjustment among university students. Journal of Happiness Studies, 8(3), 1-15.
Medina, S., Castleberry, A., & Persky, A. (2018). Strategies for improving learner metacognition in health professional education. Am J Pharm Educ, 81(4), 78-89.
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44.        
Moran, T., & Megan, P. (2014). School Climate: The Interplay between Interpersonal Relationships and Student Achievement. Journal of School Leadership, 16(4), 386-415.        
Parsamehr, M., & Heddat, E. (2017). The ‏relationship ‏between ‏emotional ‏intelligence ‏and ‏social ‏adjustment ‏of ‏students. Journal of Social Development, 11(8), 65-94.
Pettus, K. R. (2006). The relationship of parental monitoring to community college student adjustment and achievement: Differences by gender, ethnicity, parental education level, and student residence. Unpublished Ph.D. thesis, Carolina University.           
Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulating learning in college students. Educational Psychology Review, 16(8), 385-407.         
Safari, Y., & Meshkini, H. (2015). The Effect of metacognitive instruction on problem solving skills in Iranian students of health sciences. Glob J Health Sci, 8(1), 150-160.
Soleymannejad, A., & Hoseini Nasab, S. (2013). Interactive effect of teaching self-regulatory and cognitive strategies of students on mathematical problem solving. Journal of Teaching and Learning, 4(12), 81-115.
Stainberg, S. (2013). Use of logo therapy’s mountain range exercise with male adolescents with mental retardation- developmental disabilities and sexual behavior problems. Journal of Contemporary Psychotherapy, 33(10), 219-234.    
Valkyrie, K. (2006). Self-regulated learning, an examination cognitive, resource management, metacognitive component and academic. Outcome with open a demission community college student. Doctoral dissertation. University of Houston, 28, 105-110.         
Wintre, M., Gates, W., Pancer, M., & Pratt, J. (2011). The Student perception of university support and structure scale: Development and validation. Journal of Youth Studies, 5(2), 12- 25.
Yarmohammadian, A., & Sharafirad, H. (2011). Analysis of relationship between emotional intelligence and social adjustment in teenager male students. Journal of Applied Sociology, 22(4), 35-50.
Yip, M. (2007). Differences in learning and strategies between high and low achieving university students. Educational Psychology, 27(5), 597-606.
Zare, M., Latifian, M., & Fooladchang, M. (2014). The causal model of attachment dimensions and emotion regulation strategies with the meditative role of social self-efficacy and self-disclosure. Social Psychology Research, 3(11), 25-35.