تاثير آموزش راهبردهاي يادگيري بر گرايش هدف دانش آموزان پايه اول دوره متوسطه

This study focused on the effect of learning strategies instruction on high school studentsʹ goal orientation. The sample consisted of 80 male and female students in grade one of high school. The sample was divided into four groups, two control groups and two experimental groups, each one consisting of 20 male and female students. The participants were selected through two-phased stratified sampling. Data was gathered through a metacognitive questionnaire, and Nickoles provocative orientation standards questionnaire. ANCOVA and MANCOVA were used for data analysis. The results showed that the instruction of cognitive and metacognitive learning strategies influenced studentsʹ involvement in homework but did not influence self-involvement.