Enter your email address
Submit
Write your message
Educational Management, Department of Educational Sciences, Urmia University, Urmia, Iran , Suun0639@gmail.com
Abstract: (165 Views)
Background: Metacognitive strategies have a positive effect on academic performance and success of learners in academic affairs, but in educational systems, the effect of this training on cognitive and metacognitive development has not been paid much attention.
Aims: The present research was conducted with the aim of the effect of metacognitive strategies on the development of technical skills, artistic verve and creativity of fifth grade students.
Methods: The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of the research is the fifth grade students of Maysan city. 70 of them were selected by multi-stage cluster random sampling and randomly assigned to two groups of 35 people (control group of 35 people and experimental group of 35 people). Data collection was done based on standard technical skill questionnaire from Mousavi (2013), artistic verve from Taghizadeh and Babaei (2017) and Torrance's creativity. The face and content validity of the questionnaire was approved by professors and experts in management and educational sciences and was confirmed through factor analysis. The reliability of the questionnaire was obtained based on Cronbach's alpha coefficient of 0.79 for technical skills, 0.81 for artistic verve and 0.76 for creativity. The analysis of the information obtained from the tests was done through SPSS22 software in two descriptive sections including (mean, standard deviation, Skewness and Kurtosis) and inferential (covariance analysis).
Results: The results of the research showed that teaching metacognitive strategies has a positive and significant effect on the development of technical skills, artistic verve and creativity of fifth grade students.
Conclusion: Based on the results of this study, it can be suggested to managers, consultants, and generally educational officials and policy makers to play an important and undeniable role of metacognitive strategies in order to improve and improve the development of technical skills of artistic taste and creativity of students, and to create and strengthen these strategies by teaching metacognitive strategies in educational workshops and seminars in schools.
Aims: The present research was conducted with the aim of the effect of metacognitive strategies on the development of technical skills, artistic verve and creativity of fifth grade students.
Methods: The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of the research is the fifth grade students of Maysan city. 70 of them were selected by multi-stage cluster random sampling and randomly assigned to two groups of 35 people (control group of 35 people and experimental group of 35 people). Data collection was done based on standard technical skill questionnaire from Mousavi (2013), artistic verve from Taghizadeh and Babaei (2017) and Torrance's creativity. The face and content validity of the questionnaire was approved by professors and experts in management and educational sciences and was confirmed through factor analysis. The reliability of the questionnaire was obtained based on Cronbach's alpha coefficient of 0.79 for technical skills, 0.81 for artistic verve and 0.76 for creativity. The analysis of the information obtained from the tests was done through SPSS22 software in two descriptive sections including (mean, standard deviation, Skewness and Kurtosis) and inferential (covariance analysis).
Results: The results of the research showed that teaching metacognitive strategies has a positive and significant effect on the development of technical skills, artistic verve and creativity of fifth grade students.
Conclusion: Based on the results of this study, it can be suggested to managers, consultants, and generally educational officials and policy makers to play an important and undeniable role of metacognitive strategies in order to improve and improve the development of technical skills of artistic taste and creativity of students, and to create and strengthen these strategies by teaching metacognitive strategies in educational workshops and seminars in schools.
Type of Study: Research |
Subject:
Special
Received: 2025/05/28 | Accepted: 2025/08/1 | Published: 2026/03/21
Received: 2025/05/28 | Accepted: 2025/08/1 | Published: 2026/03/21
References
1. احمدی، علی (۱۳۹۶)، زیباییشناسی و خاستگاه آن در پویه شناسی صور معماری، پایان نامه کارشناسی ارشد، دانشگاه آزاد اسلامی واحد کرمان.
2. ایمان نژاد، معصومه؛ ایمان زاده، علی؛ تقی پور، کیومرث و طهماسب زاده، شیخلار داود (1398). اثربخشی آموزش فلسفه به نوجوانان بر پرورش باورهای زیبایی شناختی و قضاوت های اخلاقی دانش آموزان دوره متوسطه: به روش حلقه کندوکاو فلسفی. مسائل کاربردی تعلیم و تربیت اسلامی، 4 (4)، 37-68. doi:10.29252/qaiie.4.4.37
3. ساعتچی. محمود، کامکاری. کامبیز، عسگریان، مهناز (1389). آزمونهای روانشناختی. نشر ویرایش.
4. فرجی امیری، کتایون؛ رفیعی پور، امین و ثابت مهرداد (1402). بررسی اثربخشی روانشناسی مثبتگرا بر معناداری زندگی و افسردگی دانشجویان دانشگاه هنر. مجله علوم روانشناختی، 22 (125)، 1000-985. doi:10.52547/JPS.22.125.985
5. کرمی، غلامحسین و عابدی، محسن(1396). نگاهی به ابعاد و کارکردهای تربیتی هنر. رویش روانشناسی، 6(2)، 169-189. DOI: 20.1001.1.2383353.1396.6.2.11.5
6. کیخا، مریم؛ کیان، مرجان، عباسی، عفت و علی عسگری، مجید (1400). شناسایی ساختار و مختصات برنامه درسی هنرهای بومی دوره دوم ابتدایی منطقه سیستان. مجله علوم روانشناختی، 20 (104)، 1278-1267. doi:10.52547/JPS.20.104.1267
7. گراوند، یاسر؛ صمدی، طاهر؛ گورابی، مریم؛ منصوری کریانی، حجت اله و منصوری کریانی، رضا (1400). تأثیر آموزش راهبردهای فراشناختی بر خودراهبری در یادگیری، گرایش به تفکر انتقادی و خلاقیت دانشآموزان متوسطه دوم شهرستان کوهدشت. فصلنامه علمی- پژوهشی خانواده و پژوهش، 18 (3)، 117-136. DOI: 20.1001.1.26766728.1400.18.3.7.0
8. مدرسی، سمیه؛ افروز، غلامعلی؛ نقش، زهرا و غلامعلی لواسانی، مسعود. (1402). اثربخشی برنامه آموزش فرزندپروری با رویکرد عقلانی آینده نگر بر خلاقیت فرزندان دختر. مطالعات روانشناسی تربیتی، 20 (50)، 150-130. doi: 10.22111/jeps.2023.45372.5368
9. نویدی، احد؛ خالقی نژاد، سید علی وخلاقی، علی اصغر (1397). طراحی چهارچوبی برای آموزش مهارت فنی و حرفهای به دانشآموزان متوسطه دوم شاخه نظری: یک مطالعه کیفی. فناوری آموزش، 13(1)، 12-134. https://doi.org/10.22061/jte.2018.2738.1695
10. هاشمی، گرجی؛ ام البنین، اسدزاده؛ دهرائی، حسن؛ شریفی، طیبه، غضنفری، احمد. (1400). مقایسهی اثربخشی آموزش گروهی فراشناخت ولز و مدیریت شناختی و رفتاری استرس بر اهمالکاری تحصیلی دانشآموزان دختر دوره دوم متوسطه. اندیشه های نوین تربیتی، 17 (2)، 229-248. doi: 10.22051/jontoe.2021.31657.3060
11. Ansorge, U., Pelowski, M., Quigley, C., Peschl, M. F., & Leder, H. (2022). Art and Perception: Using Empirical Aesthetics in Research on Consciousness. Frontiers in psychology, 13, 895985. https://doi.org/10.3389/fpsyg.2022.895985
12. Anton, N. E., Mizota, T., Whiteside, J. A., Myers, E. M., Bean, E. A., & Stefanidis, D. (2019). Mental skills training limits the decay in operative technical skill under stressful conditions: Results of a multisite, randomized controlled study. Surgery, 165(6), 1059–1064. https://doi.org/10.1016/j.surg.2019.01.011
13. Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: when agendas override item-based monitoring. Journal of experimental psychology. General, 138(3), 432–447. https://doi.org/10.1037/a0015928
14. Aryabkina, I., & Spiridonova, A. (2017). A Poly-Artistic Approach as a Mechanism of Primary School Children Emotional Generosity Development in Artistic-and-Aesthetic Behaviour. Procedia-Social and Behavioral Sciences, 237, 1277-1283. htts://doi.org/10.1016/j.sbspro.2017.02.210
15. Auzmendi, E., Villa, A., & Abedi, J. (1996). Reliability and validity of a newly constructed multiple-choice creativity instrument. Creativity Research Journal, 9(1), 89–95. https://doi.org/10.1207/s15326934crj0901_8
16. D'Souza, R. (2021). What characterises creativity in narrative writing, and how do we assess it? Research findings from a systematic literature search. Thinking skills and creativity, 42, 100949. doi: 10.1016/j.tsc.2021.100949.
17. Faraji Amiri, K., Rafiipour, A., sabet, M. (2023). Investigating the effectiveness of positive psychology on the meaning of life and depression of art university students. Journal of Psychological Science. 22(125), 985-1000. doi:10.52547/JPS.22.125.985
18. Flavell J. H. (1976). “Metacognitive aspects of problem solving.“ in The nature of intelligence. ed. Resnick L. B. (Hillsdale, NJ: Erlbaum; ), 231–236.
19. Fredagsvik, M. S. (2023). The challenge of supporting creativity in problem-solving projects in science: a study of teachers’ conversational practices with students. Research in Science & Technological Education, 41(1), 289-305. doi: 10.1080/02635143.2021.1898359.
20. Garavand, Y., Samadi Taher Gorabi, M., Mansouri Karyani, H., Mansouri Karyani, R. (2021). The Effect of Metacognitive Strategies Training on Self-Directed Learning, Critical Thinking Tendencies and Creativity in Secondary School Students in Kuhdasht. Quarterly Journal of Family and Research, 18 (3), 117-136 DOI: 20.1001.1.26766728.1400.18.3.7.0
21. Hashemi Gorji, O., Asadzadeh, H., Sharifi, T., & Ghazanfari, A. (2021). The Comparison of The Effectiveness of Wells Metacognitive Group Training and Cognitive and Behavioral Stress Management on Educational Negligence of Female Students. The Journal of New Thoughts on Education, 17(2), 229-248. doi: 10.22051/jontoe.2021.31657.3060
22. Iman-nejad, M., Iman-Zade, A., Taqi-pur, K., Tahmasb-zade Sheikhlar, D. (2019). The Effectiveness of Teaching Philosophy to Adolescents on Development of Aesthetic Beliefs and Moral Judgments of High School Students through Philosophical Community of Inquiry. qaiie. 4(4), 37-68. doi:10.29252/qaiie.4.4.37
23. Jia, X., Li, P., Chen, Q., & Li, W. (2023). Moderating Role of Creative Mindset in the Effect of Metacognitive Experience on Insight Problem Solving. Journal of Intelligence, 11(6), 99. https://doi.org/10.3390/jintelligence11060099
24. Jia, X., Li, W., & Cao, L. (2019). The Role of Metacognitive Components in Creative Thinking. Frontiers in psychology, 10, 2404. https://doi.org/10.3389/fpsyg.2019.02404
25. Jia, X., Xu, T., & Zhang, Y. (2022). The Role of Metacognitive Strategy Monitoring and Control in the Relationship between Creative Mindsets and Divergent Thinking Performance. Journal of Intelligence, 10(2), 35. https://doi.org/10.3390/jintelligence10020035
26. Kanzola, A. M., & Petrakis, P. E. (2021). Τhe Sustainability of Creativity. Sustainability, 13(5), 2776. doi: 10.3390/su13052776.
27. Karami, G., Abedi, M. (2017). A Loke at the Educational Dimensions and Functions of Art. Rooyesh, 6 (2), 169-188. DOI: 20.1001.1.2383353.1396.6.2.11.5
28. Keikha, M., Kian, M., Abbasi, E., Aliasgari, M. (2021). Identifying the structure and coordinates of the curriculum of indigenous arts in the second elementary school of sistan region. Journal of Psychological Science. 20(104), 1267-1278. doi:10.52547/JPS.20.104.1267
29. Khalil, R., Godde, B., & Karim, A. A. (2019). The Link Between Creativity, Cognition, and Creative Drives and Underlying Neural Mechanisms. Frontiers in neural circuits, 13, 18. https://doi.org/10.3389/fncir.2019.00018
30. Lee, J., Knowles, Z., & Whitehead, A. E. (2019). Exploring the use of think aloud within Women’s artistic gymnastics judging education. Psychology of Sport and Exercise, 40, 135–142. https://doi.org/10.1016/j.psychsport.2018.10.007
31. Lunke, K., & Meier, B. (2019). Creativity and involvement in art in different types of synaesthesia. British journal of psychology (London, England : 1953), 110(4), 727–744. https://doi.org/10.1111/bjop.12363
32. Mitchell, I. K., & Walinga, J. (2017). The creative imperative: The role of creativity, creative problem solving and insight as key drivers for sustainability. Journal of Cleaner Production, 140, 1872-1884. doi: 10.1016/j.jclepro.2016.09.162.
33. Moddaresi, S., Afrooz, G. A., Naghsh, Z., & Lavasani, M. (2023). The effectiveness of the parenting training program with a futuristic rational approach on the creativity of female children. Journal of Educational Psychology Studies, 20(50), 150-130. doi: 10.22111/jeps.2023.45372.5368
34. Mumford, M. D. (2003). Where have we been, where are we going? Taking stock in creativity research. Creativity research journal, 15(2-3), 107-120. doi: 10.1080/10400419.2003.9651403.
35. Naveedy, A., Khaleghinezhad, S., & Khallaghi, A. (2018). Designing a framework for training vocational and technical skill to students at second-level secondary education in academic branch: A qualitative study. Technology of Education Journal (TEJ), 13(1), 120-134. doi: 10.22061/jte.2018.2738.1695
36. Nordahl, H., Nordahl, H. M., Hjemdal, O., & Wells, A. (2017). Cognitive and metacognitive predictors of symptom improvement following treatment for social anxiety disorder: A secondary analysis from a randomized controlled trial. Clinical psychology & psychotherapy, 24(6), 1221–1227. https://doi.org/10.1002/cpp.2083
37. Pachler, D., Kuonath, A., & Frey, D. (2019). How transformational lecturers promote students' engagement, creativity, and task performance: The mediating role of trust in lecturer and self-efficacy. Learning and Individual Differences, 69, 162-172. https://doi.org/10.1016/j.lindif.2018.12.004
38. Tang, N., & Shi, W. (2017). Youth employment and technical and vocational education and training (TVET) in China. Vocational Education and Training in Times of Economic Crisis: Lessons from Around the World, 269-283. net/publication/311768391
39. von Thienen, J. P. A., Weinstein, T. J., & Meinel, C. (2023). Creative metacognition in design thinking: exploring theories, educational practices, and their implications for measurement. Frontiers in psychology, 14, 1157001. https://doi.org/10.3389/fpsyg.2023.1157001
40. Wang, H., Wang, L., & Zhu, J. (2022). Moderated mediation model of the impact of autonomous motivation on postgraduate Students' creativity. Thinking Skills and Creativity, 43, 100997. https://doi.org/10.1016/j.tsc.2021.100997
41. Xie, R., & Jiang, J. (2022). Creativity: The Effectiveness of Teacher-Student Conflict. International journal of environmental research and public health, 19(3), 1628. https://doi.org/10.3390/ijerph19031628
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)