Open Access

ABSTRACT

This study is aimed at Investigating the relationship between self-efficacy, cognitive and metacognitive strategies, and academic self-handicapping with academic achievement in male high school students in the tribes of Fars Province, Iran. A descriptive, correlational method has been used. The population of this study is male high school students in the tribes of Fars Province studying in the academic year of 2010-2011. A sample of 322 students was selected by means of cluster samplingç The instruments utilized in this study include the Self-efficacy Questionnaire developed by Schwarzer and Jerusalem, the Cognitive and Metacognitive Strategies Questionnaire developed by Vahedi, and the Self-handicapping Questionnaire developed by Jones, and Rhodewalt. The data gathered in this research were analyzed by means of descriptive statistics (mean, frequency, and standard deviation) and inferential statistics (Pearson correlation coefficient, regression, one-way ANOVA, Scheffe test, and the Kolmogorov-Smirnov test). The findings revealed that there is a significantly positive relationship between self-efficacy and academic achievement. Furthermore, there is a significantly positive association between cognitive and metacognitive strategies and academic achievement. In addition, there is a significantly negative relationship between academic self-handicapping and academic achievement. The results of the regression analysis showed that academic self-handicapping and academic self-efficacy are significant predictors of academic achievement, and cognitive and metacognitive strategies are not good predictors of academic achievement. Moreover, the results of this research demonstrated that different groups of students - students had different fields of study and were in different grades – were not significantly different with regard to academic self-efficacy, academic self-handicapping, and cognitive and metacognitive strategies. However, there were significant differences in employing metacognitive strategies with regard to students’ grades and fields of study.

Keywords: Self-efficacy, cognitive strategies, Metacognitive strategies, Academic self-handicapping, Academic achievement, Nomadic students.

 

 

This Article Cited by the following 31 articles (Click here to see updates)

 

---

 

1. Effect of a computational scaffolding in the development of secondary students' metacognitive skills

A Huertas, G Vesga, A Vergara… - International Journal of…, 2015 - inderscienceonline.com

---

2. The relationships between self-handicapping tendency and narcissistic personality traits, anxiety sensitivity, social support, academic achievement/kendini …

A Kalyon, I Dadandi, H Yazici - Dusunen Adam, 2016 - dusunenadamdergisi.org

---

3. Influence of a Metacognitive Scaffolding for Information Search in B-learning Courses on Learning Achievement and Its Relationship With Cognitive and Learning …

A Huertas, O López, L Sanabria - Journal of Educational…, 2017 - journals.sagepub.com

---

4. Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students

S Hamid, VS Singaram- African Journal of Health Professions Education, 2016 - ajol.info

---

5. Composición factorial de la Escala de Autoeficacia Académica en universitarios mexicanos

H Blanco, JF Aguirre, JC Barrón…- Formación universitaria, 2016 - scielo.conicyt.cl

---

6. Self-Handicapping Behavior Among College Students: Predictors and Effect on the Performance in Chemistry

CE Rotairo, RA Avilla, FQ Arañes- The Normal Lights, 2015 - po.pnuresearchportal.org

---

7. Relations of Metacognitive Skills and Critical Thinking for Learning Outcomes of Cognitive Learning High School Students in Biology Learning with Reciprocal …

AGC Wicaksono - Jurnal Pendidikan Sains, 2015 - journal.um.ac.id

---

8. FACTORIAL INVARIANCE OF ACADEMIC SELF-EFFICACY IN TEAMWORK AND LEADERSHIP SCALE ON MEN AND WOMEN UNIVERSITY STUDENTS

JRB Ornelas, HB Vega, YR Ledezma…- …Scientific Journal, ESJ, 2015 - eujournal.org

---

9. A Psycholinguistics Case Study: General Self-Esteem, Metacognitive Strategies and Their Impacts On Positive English Learning Outcomes

H AYDOĞAN - Kastamonu Education Journal, 2017 - 79.123.169.199

---

10. EFFECTS OF METACOGNITIVE STRATEGY AND ACHIEVEMENT MOTIVATION TRAINING ON DISSERTATION EFFICACY AND ANXIETY AMONG DOCTORAL …

JO AYENI - 2014 - ir.library.ui.edu.ng

---

11. The Relationship between Academic Procrastination, Academic Achievement, and Self-Efficacy in Nursing Students of Tehran University of Medical Sciences

H Haghani - Iranian Journal of Medical Education, 2014 - ijme.mui.ac.ir

---

12. The impact of negative behavior evaluations/guilt and negative self evaluations/shame of Thai Undergraduate Students in Bangkok on their personal growth …

C Puengtum - 2015 - repository.au.edu

---

13. Bir Ruh Dilbilim Olgu Çalışması: Genel Benlik Saygısı, Bilişüstü Stratejiler ve İngilizce Öğrenme Çıktıları Üzerine Etkileri

H AYDOĞAN- Kastamonu Üniversitesi Kastamonu Eğitim Dergisi - dergipark.gov.tr

---

14. Invarianza Factorial de una Escala de Autoeficacia sobre Conductas Académicas en Universitarios Hombres y Mujeres

JM Rodríguez, M Ornelas, JR Blanco…- Formación…, 2015 - scielo.conicyt.cl

---

15. Relationship Between Self-efficacy and Academic Achievements in the Students of Tehran University of Medical Sciences

F Rahimi, H Mirnasab, E Alamdar, K Kamali… - 2018 - ijnr.ir

---

16. Hubungan Kemampuan Metakognisi dan Hasil Belajar Siswa dalam Pembelajaran Biologi melalui Strategi Pembelajaran TPS Dipadu TTW

F Ishak, AD Corebima, S Mahanal - 2018 - repository.uksw.edu

---

 

 

How to Cite this Article

Pubmed Javanmard A, Hoshmandja M, Ahmadzade L. Investigating the relationship between self-efficacy, cognitive and metacognitive strategies, and academic self-handicapping with academic achievement in male high school students in the tribes of Fars Province. Journal of Iife Science and Biomedicine. 2012;3(1):27-34. MLA Javanmard, Ali, Manizhe Hoshmandja, and Leila Ahmadzade. "Investigating the relationship between self-efficacy, cognitive and metacognitive strategies, and academic self-handicapping with academic achievement in male high school students in the tribes of Fars Province." Journal of Iife Science and Biomedicine 3.1 (2012): 27-34. APA Javanmard, A., Hoshmandja, M., & Ahmadzade, L. (2012). Investigating the relationship between self-efficacy, cognitive and metacognitive strategies, and academic self-handicapping with academic achievement in male high school students in the tribes of Fars Province. Journal of Iife Science and Biomedicine, 3(1), 27-34. Chicago Javanmard, Ali, Manizhe Hoshmandja, and Leila Ahmadzade. "Investigating the relationship between self-efficacy, cognitive and metacognitive strategies, and academic self-handicapping with academic achievement in male high school students in the tribes of Fars Province." Journal of Iife Science and Biomedicine 3, no. 1 (2012): 27-34. Harvard Javanmard, A., Hoshmandja, M. and Ahmadzade, L., 2012. Investigating the relationship between self-efficacy, cognitive and metacognitive strategies, and academic self-handicapping with academic achievement in male high school students in the tribes of Fars Province. Journal of Iife Science and Biomedicine, 3(1), pp.27-34. Vancouver Javanmard A, Hoshmandja M, Ahmadzade L. Investigating the relationship between self-efficacy, cognitive and metacognitive strategies, and academic self-handicapping with academic achievement in male high school students in the tribes of Fars Province. Journal of Iife Science and Biomedicine. 2012;3(1):27-34.