Research Journal of Applied Sciences
ISSN: Online 1993-6079ISSN: Print 1815-932x
Abstract
The purpose of the study was to determine the relationship of cognitive and metacognitive strategies with motivation for academic achievement of female high school students (region 13, Tehran, 2013-2014). Population included all female high school students. Sample consisted of 300 students selected by multistage random sampling. Two instruments were used: Hermans’ questionnaire for achievement motivation with 29 multiple-choice unfinished sentences including 10 components (ambition, risk taking behavior, upward mobility, resistance, task stress, time perception, time perspective, choosing friend with partner, ethology, behavior of achievement) as well as the of Karami learning strategies questionnaire with 86 items, 49 on cognitive strategies and 37 on metacognitive strategies were used for the collection of the required data. Pearson correlation test was used to analyze the data.
How to cite this article:
Hassan Rastegarpour and Samereh Sadat Mousavi Anzehaei. The Relationship of Cognitive and Metacognitive Strategies with Motivation for Academic Achievement.
DOI: https://doi.org/10.36478/rjasci.2015.714.718
URL: https://www.makhillpublications.co/view-article/1815-932x/rjasci.2015.714.718