The relationship between metacognitive states, perceived instrumentality, parental goal emphases and academic achievement of students with learning disabilities

Document Type : Research Paper

Authors

1 Professor of Psychology ,University of Tabriz

2 Corresponding Author: M. A. Student of psychology, University of Tabriz

3 M. A. Student of psychology, University of Tabriz

jld-3-1-92-7-6

Abstract

The aim of the present research was to determine the relationship of
metacognitive states, perceived instrumentality and parental goal emphasis
with academic achievement in learning disabilities students. The population
of this study includes all learning disabilities students of Korramabad
enrolled in the 2011-2012 academic year. The research sample consisted of
81 students who were selected through convenience sampling. To collect the
data, metacognitive states questionnaire, perceived instrumentality and
Parental goal emphases questionnaire were used. The results of Pearson’s
correlation analysis showed that predictor variables (metacognitive states,
perceived instrumentality and parental goal emphases) are positively
associated with criterion variable (academic achievement) (p<0/001).
Multiple regression analysis showed metacognitive awareness variable and
planning from component of metacognitive beliefs, and components of
parent's goal emphases (mastery and performance) to be predictors of
academic achievement in learning disabilities students. These results have
applied implications for intervention programming and remedial training for
learning disorders.

Keywords


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