چکیده:
AIM: The purpose of this study was to the effectiveness of self‑regulated learning strategies on math
anxiety of dependent cognitive style school students.
SUBJECTS AND METHODS: This quasi‑experimental study was conducted with pretest‑posttest and
control group. The statistical population included all first grade high school female students consisted
of 136 participants in the academic year 2014–2015, and the sampling method was random sampling.
The instruments of this study were: The math anxiety questionnaire (totally 30‑item scale, the scale is a
5 Likert‑type scale, Cronbachs alpha 0/86) and instruments was Witkin’s Group embedded figures test
and 18 is the geometric shape, each of which consists of several irregular geometric shape. Concurrent
validity for men 0/82, and for women was 0/63 in the pretest questionnaire completed math anxiety by
the students and students had high math anxiety in the experimental two group and a one control group
were replaced. The experimental groups received training in self‑regulated learning strategies method
in order to analyze the data. In all hypotheses, ANCOVA analysis and SPSS 22 (IBM SPSS Software
SPSS Statistics is a software package used for statistical analysis) was used.
RESULTS: According to the findings, the self‑regulated learning strategies training is reduced math
anxiety of dependent cognitive style school students.
CONCLUSIONS: Employing the self‑regulated learning strategies training reduced the math anxiety of
dependent cognitive style school students.
خلاصه ماشینی:
RESULTS: According to the findings, the self-regulated learning strategies training is reduced math anxiety of dependent cognitive style school students.
CONCLUSIONS: Employing the self-regulated learning strategies training reduced the math anxiety of dependent cognitive style school students.
Keywords: Dependent cognitive style, math anxiety, self-regulated learning strategies Young Researchers and Elite Club, Kermanshah Branch, Islamic Azad University, Kermanshah, ’Department of Psychology, Payame Noor L/nivers/ty, Tehran, 'Msc iEducationaI Psychology af in University of Bu-Ali Nina Hamadan, Hamadan, "Msc Educational Technology of in L/niversify of is/amic Azad Tehran, Branch of the South, Tehran, Iran Add ress for correspondence: Mr. Saeed Veisi Kahreh, University of Buali Sina, Hamadan, Iran.
Do self-regulated learning strategies, reduce math anxiety of dependent cognitive style school students or not?
According to the findings, the self-regulated learning strategies training is reduced math anxiety of dependent cognitive s tyle school students.
According to Table 4, to compare the mean scores of the posttest, and follow-up to assess the continuing effectiveness of the self-regulatory strategies, to reduce math anxiety of dependent cognitive s tyle school students ANCOVA was used.
Discussion and Conclusion The purpose of this study was to the effectiveness of self-regulated learning strategies on math anxiety of dependent cognitive style school students.
The effectiveness of problem solving training on reduction of math anxiety amongst the students with field- dependent cognitive style in academic year 1391-J392.