نوع مقاله : مقاله پژوهشی

عنوان مقاله [English]

Predicting Academic Enthusiasm Based on Learning Strategies in Students with Learning Disabilities

نویسندگان [English]

Hale Ebrahimi: Master of Science in General Psychology, Islamic Azad University, Tonekabon Branch.

Detailed Abstract   

Introduction: The aim of this research was to predict academic enthusiasm based on learning strategies in students with learning disabilities.

Materials and methods: This study was applied in terms of its goal, descriptive in terms of its nature, and correlational in terms of its method. The statistical population included students with learning disabilities in the city of Marvdasht. Using convenient sampling and according to the number of research variables, 160 students were selected. The data collection tools in this study included the Friedel and Paris (2005) academic enthusiasm questionnaire and the Kormi (2002) learning strategies questionnaire.

Results and discussion: The goal of this research was to predict academic enthusiasm based on learning strategies in students with learning disabilities. The results showed that organization had a direct and significant relationship with academic enthusiasm and was effective in predicting it. These results align with the studies of Kargar (2023), Ghanadan (2023), Mehrvaran (2019), Benayian Borojeni (2018), and McLerny et al. (2012). Explanation of Findings: It should be noted that students who acquire cognitive and metacognitive strategies learn how to recognize their goals, set and monitor them, and maintain their academic performance despite the challenges posed by school tasks. Additionally, since cognitive and metacognitive strategies are essential learning tools that help students integrate new information with prior knowledge, these students are more successful in information storage. When the information storage phase is successful, retrieval becomes easier and more successful, which leads to academic success. Students who use cognitive and metacognitive strategies, or in other words, repeatedly read and write their lessons, study key terms aloud and repeat them, underline important points, write what they learn in their own words in the margins, or use highlighters to emphasize key information, also assign codes during study sessions that are easy to retrieve (for example, connecting the first letters of a term to form a word), or learn through images and rhymes, or summarize the material in their own language, or try to explain learned content to others, will naturally find it easier to recall what they have learned. In comparison to students who lack these learning skills (control group), they demonstrate better performance and efficiency. When students strive to learn the material they read deeply, become aware of the quality of their learning, seek to improve ineffective study methods, and mark sections they don't understand well to focus more on them during later study sessions, they are likely to succeed in the recall, analysis, and interpretation phases as well. As a result, such students tend to experience higher academic success compared to those who do not use these strategies.

Since students who use cognitive and metacognitive strategies tend to be more successful in managing their time, completing assignments, and so on, compared to students who do not use these strategies, the success achieved by these students due to proper learning methods leads to greater enthusiasm for academic work. Students who use cognitive and metacognitive strategies, or in other words, use learning strategies that assist them in achieving their learning goals, organizing, storing knowledge and skills, and making it easier to apply them, tend to be more motivated for learning and completing school assignments. These students, due to their correct learning methods, enjoy self-directed study more and become more motivated for learning. In other words, when a student selects an appropriate learning strategy and realizes that it leads to fruitful outcomes, they are more motivated to study and pursue their education. Conclusion: Given the relationship between cognitive and metacognitive strategies and students' academic enthusiasm, it is recommended that teachers and educational planners familiarize themselves with the psychological foundations of these strategies and how to teach them among students during specific educational periods. Furthermore, it is suggested that teachers focus not only on learning outcomes or the volume of content but also on proper learning methods and how to study effectively. In this way, they can expand and develop study strategies in students, making them active and self-regulated learners. Teachers should also work to strengthen cognitive and metacognitive skills in themselves and share their valuable experiences with students. Since study skills and cognitive and metacognitive strategies are teachable during educational periods or through workshops and brochures, students should be equipped with these skills. It is recommended that learning strategies be incorporated into the curriculum at lower educational levels. Even if incorporating these learning strategies into the curriculum as a compulsory subject is not possible, they should be included in elective courses to address students' weaknesses in learning and recalling educational content. Data analysis was conducted at both descriptive and inferential levels using the SPSS software. The results showed that among the learning strategies, organization had a direct and significant relationship with academic enthusiasm and was effective in predicting it

Conclusion: he overall conclusion of the study showed that strengthening learning strategies among students with learning disabilities can significantly improve their academic enthusiasm in schools.

Keywords: Academic enthusiasm, learning strategies, learning disabilities.