Mendeley
TY  _  JOUR
ID  -  14000426274264
TI  -  The Modeling between Motivational Strategies and Metacognitive Self- regulation with Peer-assisted Learning in Students
JO  -  Journal of Psychology
JA  -  ES
LA  -  fa
SN  -  18808436
AU  -  fathtabar kazem
AU  -  hamednia mehrdad
AU  -  Abedi Milad
AD  -  
AD  -  دانشگاه محقق اردبیلی
AD  -   
AD  -  دانشگاه شهید بهشتی
AD  -  دانشگاه آزاد خمینی شهر
Y1  -  2022
PY  -  2022
VL  -  1
IS  -  
SP  -  91
EP  -  99
KW  -  Motivational strategies  Metacognitive self- regulation 
KW  -  peer-assisted learning
DO  -  
N2  -  The purpose of present study was identifying the relations between motivational strategies and metacognitive self- regulation with peer-assisted learning among high school students Amol. The statistical population was the 2950 persons of Amol high schools' students in second ant thirst grade mathematics discourse. Among them selected 333 students as sample according to Cochran formula and multi cluster sampling. The research instrument was the part of Pintrich and et al. questionnaire containing motivational strategies, learning strategies and peer-assisted learning dimension. Data were analyzed with SPSS21and LISREL8.8. revealed that there is relation between the Motivational strategies subscales with peer-assisted learning statistically significance. there is relation between the metacognitive self- regulation subscales with peer-assisted learning statistically significance. A regression analysis revealed that share of value task, internal aim orientation, self- regulation and learning control belif in predicting peer-assisted learning students meaningful. But share of other variables were not significant in predicting peer-assisted learning. The results of path analysis showed that: Learning control belief, internal aim orientation and value task through variable of self- regulation has an indirect effect on peer-assisted learning, but self- regulation has a direct effect on peer-assisted learning students.
UR  - rimag.ir/en/Article/22279
L1  - rimag.ir/en/Article/Download/22279
ER  -  
