Creative Thinking. Self-Regulated Learning Strategies
and Motivation of Students' Progress
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The aim of this study was to investigate creative thinking on self-regulated learning strategies and students' academic achievement motivation. The sample subjects were selected by multi-stage cluster sampling method. So that two schools were selected from the first secondary schools and one eighth grade class was selected from each school, and after the students answered the research questionnaires, 15 people were selected. Students from each school who scored low on self-regulated learning strategies and achievement motivation questionnaires were randomly assigned to two groups (experimental...
The aim of this study was to investigate creative thinking on self-regulated learning strategies and students' academic achievement motivation. The sample subjects were selected by multi-stage cluster sampling method. So that two schools were selected from the first secondary schools and one eighth grade class was selected from each school, and after the students answered the research questionnaires, 15 people were selected. Students from each school who scored low on self-regulated learning strategies and achievement motivation questionnaires were randomly assigned to two groups (experimental and control). The experimental group was trained in 8 sessions and at the end of the post-test sessions were performed for both groups. The data obtained from the research were statistically analyzed using one-way analysis of covariance with pre-test control. The results showed that creative thinking training has a significant effect on self-regulated learning strategies of experimental group students. Also, the results showed that creative thinking training has a significant effect on improving the motivation of experimental group students.
The aim of this study was to investigate creative thinking on self-regulated learning strategies and students' academic achievement motivation. The sample subjects were selected by multi-stage cluster sampling method. So that two schools were selected from the first secondary schools and one eighth grade class was selected from each school, and after the students answered the research questionnaires, 15 people were selected. Students from each school who scored low on self-regulated learning strategies and achievement motivation questionnaires were randomly assigned to two groups (experimental and control). The experimental group was trained in 8 sessions and at the end of the post-test sessions were performed for both groups. The data obtained from the research were statistically analyzed using one-way analysis of covariance with pre-test control. The results showed that creative thinking training has a significant effect on self-regulated learning strategies of experimental group students. Also, the results showed that creative thinking training has a significant effect on improving the motivation of experimental group students.
The aim of this study was to investigate creative thinking on self-regulated learning strategies and students' academic achievement motivation. The sample subjects were selected by multi-stage cluster sampling method. So that two schools were selected from the first secondary schools and one eighth grade class was selected from each school, and after the students answered the research questionnaires, 15 people were selected. Students from each school who scored low on self-regulated learning strategies and achievement motivation questionnaires were randomly assigned to two groups (experimental and control). The experimental group was trained in 8 sessions and at the end of the post-test sessions were performed for both groups. The data obtained from the research were statistically analyzed using one-way analysis of covariance with pre-test control. The results showed that creative thinking training has a significant effect on self-regulated learning strategies of experimental group students. Also, the results showed that creative thinking training has a significant effect on improving the motivation of experimental group students.
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