[Home ] [Archive]    
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 13, Issue 8 (11-2013) ::
Iranian Journal of Medical Education 2013, 13(8): 692-700 Back to browse issues page
The Relationship of Cognitive and Meta-Cognitive Learning Strategies, Perceived Classroom Goal Structure, and Spiritual Intelligence with Academic Achievement among Nursing Students
Jamal Ashoori
, jamal_ashoori@yahoo.com
Abstract:   (7139 Views)
Introduction: Academic achievement is affected by several variables. They may include cognitive and metacognitive learning strategies, perceived classroom goal structure, and spiritual intelligence. This study aimed to examine the relationship of cognitive and metacognitive learning strategies, perceived classroom goal structure, and spiritual intelligence with academic achievement among nursing students. Methods: This is a descriptive analytical study of correlation type. The statistical population included all nursing students of Islamic Azad University of Varamin-Pishva Branch in 2012-13 academic years. Totally 180 nursing students (113 female and 67 male) were selected through stratified random sampling. All of them completed the questionnaires including Pinterage motivational strategies of learning, perceived classroom goal structure (Midgley) and Farsi version of spiritual intelligence which its validity and reliability is determined by Abdolahzade et al. Data was analyzed using stepwise regression. Results: Mastery goal structure (r=0.23), critical thinking (r=0.37), metacognitive self-regulation (r=0.42), and spiritual intelligence (r=0.31) showed a significantly positive relationship with academic achievement (P<0.05). In a predictor model, only metacognitive self-regulation, critical thinking and mastery goal structure predicted 35 percent of academic achievement. The share of metacognitive self-regulation was higher compared to other variables. Conclusion: In order to increase academic achievement, the first step is to teach metacognitive self-regulation and then critical thinking to the students and finally emphasize on understanding of lessons, to the point that classroom structure would be a mastery structure.
Keywords: Cognitive Strategies, Metacognitive Strategies, Perceived Classroom Goal Structure, Spiritual Intelligence, Academic Achievement, Nurses.
Full-Text [PDF 235 kb]   (3715 Downloads)    
Type of Study: Original research article | Subject: Teaching Methods
Received: 2013/04/30 | Accepted: 2013/08/24 | Published: 2013/11/5
پرسشنامه ساختار هدف های ادراک شده کلاس [DOCX 17 KB]  (465 Download)
پرسشنامه هوش معنوی [DOCX 20 KB]  (1250 Download)
پرسشنامه راهبردهای انگیزشی برای یادگیری [DOCX 40 KB]  (1860 Download)
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


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

ashoori J. The Relationship of Cognitive and Meta-Cognitive Learning Strategies, Perceived Classroom Goal Structure, and Spiritual Intelligence with Academic Achievement among Nursing Students. Iranian Journal of Medical Education. 2013; 13 (8) :692-700
URL: http://ijme.mui.ac.ir/article-1-2661-en.html


Volume 13, Issue 8 (11-2013) Back to browse issues page
مجله ایرانی آموزش در علوم پزشکی Iranian Journal of Medical Education
Persian site map - English site map - Created in 0.06 seconds with 32 queries by YEKTAWEB 3991