The relationship between cognitive self-efficacy and cognitive learning style with academic achievement motivation in secondary school students in Kerman

Document Type : Scientific Articles

Authors

1 PhD student, Educational Psychology, Islamic Azad University, Kerman,Kerman Branch , Iran

2 Assistant Professor, Department of Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran

Abstract

The purpose of this study was to investigate the relationship between creative self-efficacy and cognitive learning style with academic achievement motivation in second grade high school students in Kerman. The statistical population is all students in the second grade secondary school of Kerman, who study in the academic year of 1963-96. 150 samples were selected using cluster sampling. This research was descriptive-correlational and survey method. Data were collected using the Creative Self-efficacy Scale (CSES), the Hidden Image Collection Test (GEFT), and the Hermann's Motivation Exercise Test (AMT). Data analysis was performed using multiple regression analysis and SPSS software. Findings of the research showed that the creative self-efficacy variable of 0.20% of the variability of the variable predicted the academic achievement motivation. Also, the cognitive style variable of variable 142/0 predicts the variable of motivation for academic achievement. As a result, there is a relationship between creative self-efficacy and cognitive style with the motivation for academic achievement. Creative self-efficacy and cognitive learning styles are the best predictors for the variable of academic achievement motivation.

Keywords

References

16.Barlow, C. M. (2000). Deliberate insight in team creativity. The Journal of Creative Behavior, 34(2), 101-117.
17.Bullard, J. B. (2016). Academic Motivation, Learning Strategies, and Sports Anxiety of First-Year Student–Athletes. Journal for the Study of Sports and Athletes in Education, 10(2), 99-108.
18.Burnett III, W. C. (2010). Cognitive style: A meta-analysis of the instructional implications for various integrated computer enhanced learning environments(Doctoral dissertation, Indiana University of Pennsylvania).
19.Cardon, M. S., & Kirk, C. P. (2015). Entrepreneurial passion as mediator of the self‐efficacy to persistence elationship.
 Entrepreneurship theory and practice, 39(5), 1027-1050.
20.Chen, C. M., & Tsai, Y. N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638-652.
21.Gong, Y., Huang, J. C., & Farh, J. L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of management Journal, 52(4), 765-778.
22.Gruber, N. (2017). Is the Achievement Motive Gender-Biased? The Validity of TAT/PSE in Women and Men. Frontiers in psychology, 8.
23.Gu, J., He, C., & Liu, H. (2015). Supervisory styles and graduate student creativity: the mediating roles of creative self-efficacy and intrinsic motivation. Studies in Higher Education, 1-22.
24.Hermans, H. J. (1970). A questionnaire measure of achievement motivation. Journal of Applied Psychology, 54(4), 353-363.
25.Karwowski, M., Lebuda, I., Wisniewska, E., & Gralewski, J. (2013). Big Five Personality Traits as the Predictors of Creative Self‐Efficacy and Creative Personal Identity: Does Gender Matter?. The Journal of Creative Behavior, 47(3), 215-232.
26.Kassim, H. (2013). The relationship between learning styles, creative thinking performance and multimedia learning materials. Procedia-Social and Behavioral Sciences, 97, 229-237.
27.Payne, S. S., Rocks, J., & Schaffner, B. (2014). Self-direction in learning and academic motivation development in undergraduate health profession students. International Journal of self-directed learning, 11(1), 41-51.
28.Radwan, A. A. (2014). Gender and Learning Style Preferences of EFL Learner. Arab World English Journal, 5(1), 21-32.
29.Rahmani, F. A., & Samavi, S. A. (2016). Meta-Cognition, Academic Motivation, Problem Solving Evaluation and Academic Performance of Chemistry: Correlation Study. Academic Journal of Psychological Studies, 5(3), 248-255.
30.Singh, A., Bhadauria, V., Jain, A., & Gurung, A. (2013). Role of gender, self-efficacy, anxiety and testing formats in learning spreadsheets. Computers in Human Behavior, 29(3), 739-746.
31.Skaalvik, E. M., & Skaalvik, S. (2017). Teacher Stress and Teacher Self-Efficacy: Relations and Consequences. In Educator Stress (pp. 101-125). Springer, Cham.
32.Sternberg, R. J., & Zhang, L. F. (Eds.). (2014). Perspectives on thinking, learning, and cognitive styles. Routledge.
33.Stevens, D., Anderson, D. I., O’Dwyer, N. J., & Williams, A. M. (2012). Does self-efficacy mediate transfer effects in the learning of easy and difficult motor skills?. Consciousness and cognition, 21(3), 1122-1128.
34.Tsai, K. C., & Shirley, M. (2013). Exploratory examination of relationships between learning styles and creative thinking in math students. International Journal of Academic Research in Business and Social Sciences, 3(8), 506.
35.Volkova, E. V. (2015). Cognitive learning technology: DI-approach1. Procedia-Social and Behavioral Sciences, 171, 1330-1339.
36.Wentzel, K. R., & Muenks, K. (2016). Peer influence on students’ motivation, academic achievement, and social behavior. Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes, 13-30.
37.Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. Handbook of child psychology and developmental science.
Journal of Educational Psychology Studies
Volume 16, Issue 36
January 2020
Pages 169-188

Files

Share

How to cite

Statistics