Abstract
<p>This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal’s creative educational environment questionnaire, AMS academic motivation questionnaire and self-regulated learning strategies questionnaire MSLQ. To examine reliability of measures, Cronbach alpha coefficient and to determine validity factor analysis were used. The path diagram of hypothetical model was tested. Findings revealed the relationship between the models variables. So, teachers who want their students have a high intrinsic motivation in addition to create a conditions for free choice, should be confide the students, support ideas and give time to the idea, consider duties that are challengeable, teach debate, conflict and risk to their students and also with regard to the vitality, joy, dynamism and humor, create education environment for the development of their creativity. By creating such an environment, intrinsic motivation and using meta-cognitive self regulation becomes more. Implications and suggestions for future studies are discussed.</p>
Highlights
Some of the students do not have enough motivation to do academic tasks, Self-regulated learning is recognized as an important predictor of student academic motivation
This study confirmed structural equations model analysis of the study hypothesis based on the direct relationship between creative education environment and meta-cognitive self-regulation as well as the indirect relationship between creative education environment and intrinsic and external motivation and meta-cognitive self-regulation by internal and external motivation variable
The direct effect of creative education environment on extrinsic motivation is more than on intrinsic motivation but, the indirect effect of intrinsic motivation on meta-cognitive self-regulation is more than extrinsic motivation on meta-cognitive self-regulation
Summary
Some of the students do not have enough motivation to do academic tasks, Self-regulated learning is recognized as an important predictor of student academic motivation. Pekrun, Frenzel, Goetz, and Perry (2007) found that self-regulation needs meta-cognitive, meta-motivational and meta-emotional strategies to reform individual behaviors in order to achieve the objectives. In this sense, meta-cognition can be considered as a complex structure involving cognitive knowledge and cognitive self-regulation. Procedures and conditions knowledge and different types of self-regulation (planning, monitoring or evaluation). Meta-cognitive knowledge on the beliefs, practices, learning strategies of student to reach goals is very impressive. Self-regulation through monitoring the thinking process, diagnosis steps to reach the goal and identify cognitive setting (Al-Harthy, Was, & Isaacson, 2010)
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