عنوان مقاله [English]
نویسندگان [English]چکیده [English]
Background: Creativity, achievement motive and academic self-concept are the key variables in the educational system that is necessary for growth and development of knowledge, attitudes and skills of students.
Purpose: The main purpose of this study was to determine the impact of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept in third grade guidance school students.
Method: The population involved all the grade three students of Ghods town studying educational year of 1390-1391, 60 students were selected as the sample of the study with multiple-stage cluster random sampling method. Then 30 of them were assigned randomly to experimental group and another 30 to control group). Abedi Tests of Creativity, Hermanoes achievement motive scale and Delavar academic self-concept scale were used for measuring the dependent variables.
Result (s): The results of analysis of covariance showed that the Cognitive and metacognitive Strategies training can affected student creativity (f= 6/915, P<./.5) , achievement motive (f= 4/857 , P< ./.5) & academic self-concept(f= 4/398 , P< ./.5).
Conclusion: The study emphasizes that cognitive and metacognitive Strategies Training can affect student creativity, achievement motive & academic self-concept.