The Effectiveness of eduction Metacognitive Strategies on Increasing Learning Motivation Student

Introduction: Motivation is an intrinsic factor that induces one to act from within and is a source of one's needs and motivation for learning is very important. The purpose of this study was to determine the effectiveness of "metacognitive strategies" training on increasing students' learning motivation. Methods: This research was a quasi-experimental study with pretest-posttest and follow-up with control group. The statistical population of the study was all undergraduate students of psychology department of Abhar Azad University in the academic year 97-98. Thirty of them were selected by systematic random sampling and were randomly divided into two equal groups. Data were collected using the Motivated Strategies Learning Questionnaire. The validity of the questionnaire was confirmed by faculty members of Zanjan Azad University Psychology Department and the reliability of the questionnaire was measured by Cronbach's alpha. The intervention group was trained in ten 90-minute sessions using "metacognitive strategies". They completed the "motivational strategies learning" questionnaire as pre-test, post-test and follow-up. Data were analyzed by SPSS-24. Results: In the pre-test, post-test and follow-up stages, the intervention and control groups had a significant effect on self-efficacy (F = 10.32, P <0.01), internal evaluation (F = 8.83, P <0.006). , Test anxiety (F = 5.80, P <0.023), Cognitive strategies (F = 6.20, P <0.019), Self-regulation (F = 48.24, P <0.001), Score total learning motivation (F = 0.05, P <0.033). There was a significant difference in motivation. Conclusion: "Metacognitive strategies" increased students' learning motivation and this increase was sustained over time. Therefore, it is suggested that psychologists and professors can use this method to increase student learning motivation.