رابطهی خودتنظیمی یادگیری و راهبردهای فراشناختی خواندن با مشکلات یادگیری به زبان دوم در دانش آموزان دو زبانه (برازش مدل ساختاری)
Introduction: Bilingual students have some problems about learning due to differences between educational and mother language, that self-regulatory and metacognitive strategies can moderate it. Aim: The present study was conducted to examine the relationship between self-regulated learning and metac...
| Publicado en: | Shenakht Journal of Psychology & Psychiatry Vol. 5; no. 5; pp. 15 - 30 |
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| Autores principales: | , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Kurdistan University of Medical Sciences
Dec2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=133807128&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 133807128 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 25886657 JUXT jtl: Shenakht Journal of Psychology & Psychiatry issn: 25886657 maglogo: N pubinfo: dt: Dec2018 vid: 5 iid: 5 pid: 59736 pub: Kurdistan University of Medical Sciences artinfo: ui: 133807128 133807128 133807128 133807128 ppf: 15 ppct: 15 formats: tig: atl: رابطهی خودتنظیمی یادگیری و راهبردهای فراشناختی خواندن با مشکلات یادگیری به زبان دوم در دانش آموزان دو زبانه (برازش مدل ساختاری) aug: au: امید عیسی نژاد حسن علیدادی affil: گروه مشاوره، دانشگاه کردستان sug: subj: Self Regulation Cognition Learning Disorders Diagnosis Multilingualism Student Attitudes English as a Second Language Reading Disorders Diagnosis Human Descriptive Research Correlational Studies Motivation Questionnaires Models, Structural Problem Solving Academic Performance Randomized Controlled Trials ab: Introduction: Bilingual students have some problems about learning due to differences between educational and mother language, that self-regulatory and metacognitive strategies can moderate it. Aim: The present study was conducted to examine the relationship between self-regulated learning and metacognitive strategies of reading and problems of learning in second language among bilingual students. Method: The research method was descriptive-correlational. A total number of 390 participants were selected randomly. Motivated Strategies for Learning Questionnaire (MSLQ), Metacognitive Awareness of Reading Strategies Inventory (MARSI), and Colorado Learning Difficulties Questionnaire (CLDQ) were utilized to collect the required data. Results: Fitting the structural model showed that there was a negative relationship between self-regulated learning and metacognitive strategies of reading and problems of learning in second language. Conclusion: According to these results, exploration and enhancing of self-regulated learning and metacognitive strategies could help bilingual students to solve learning problems and improve academic performance. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: Persian refInfo: holdings: @attributes: islocal: N |
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