Relationship between Educational Intermediaries with Cognitive -Metacognitive Strategies with Motivational Beliefs in Children with Learning Disabilities

Document Type : Research Paper

Authors

1 PhD in Educational Psychology, Kerman Azad University, Kerman Iran

2 Assistant Professor,Department of Psychology,Islamic Azad University,kerman

3 Assistant Professor of Educational Psychology, Kerman Azad University, Kerman Iran

Abstract

Objective: The purpose of this study was to investigate the relationship between educational mediators and cognitive-metacognitive strategies and motivational beliefs in children with learning disorder.
Methods: This was a descriptive correlational study. The statistical population consisted of students with learning disabilities in Tehran elementary school in the academic year 2019. For this purpose, a sample of 202 students with primary school learning disorder (fourth to sixth grade) were selected by convenience sampling method from learning disorders centers. Data collected with learning styles Inventory (Kolb, 1985), Cognitive-metacognitive Strategies Scale (Dawson & McInray, 2004) and Motivated Strategies for Learning Questionarie (Pintrich & de Groot, 1990). Data were analyzed by SPSS- 20 software and using mean, standard deviation, Pearson correlation coefficient and multiple regression.
Results: The results showed that the relationship between educational intermediaries with cognitive- meta-cognitive strategies and motivational beliefs was significant (P <0.01). Cognitive strategies predict 0.41 and metacognitive strategies 0.32 predict the variance of educational intermediaries. Also, motivational beliefs predict the greatest value of 0.51 of variance of educational intermediaries.
Conclusion: Educational intermediaries had relationship with cognitive-metacognitive strategies and motivational beliefs in students with learning disabilities.

Keywords

References

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Journal of Learning Disabilities
Volume 11, Issue 2
February 2022
Pages 20-32

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