Relationship between learning strategies and academic achievement; based on information processing approach

被引：10

作者：

Ghiasvand, Marzieh Yaghobkhani ^{[1
]}

机构：

[1] Islamic Azad Univ Iran, Abhar Branch, Tehran, Iran

来源：

WCPCG 2010 | 2010年 / 5卷

关键词：

Metacognition; Learning strategies; Academic achievement;

D O I：

10.1016/j.sbspro.2010.07.231

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This study was conducted to compare learning strategies between under-achiever and upper-achiever students (including both genders in 3 school grades). This study was designed in retrospective framework. Subjects were high school students in Qazvin Province selected by random multi-level cluster sampling method. Among the samples, two 90- person groups were chosen as upper and under achiever students. Participants completed the Learning and Study Skill Inventory (LSSI) form. This inventory assesses cognitive and meta-cognitive learning strategies. To test the hypotheses, independent t-test, one way ANOVA and multivariate regression method were used. Findings showed that upper students used cognitive and meta-cognitive strategies more than the lower group (p<0.001). Girls used LSS more than boys (p<0.000). No significant difference was found among school grades in using of LSS. Meta-cognitive strategies predict academic achievement more effectively than cognitive strategies. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：1033 / 1036

页数：4

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