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ERIC Number: EJ1078897
Record Type: Journal
Publication Date: 2012-Feb
Pages: 10
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1916-4742
Self-Esteem and Academic Success as Influenced by Reading Strategies
Zarei, Eghbal; Shokrpour, Nasrin; Nasiri, Elham; Kafipour, Reza
English Language Teaching, v5 n2 p17-26 Feb 2012
This study aimed at determining the effect of instruction in cognitive and metacognitive strategies on the students' educational self-esteem and academic performance. 87 students were selected through random sampling. The two first groups were consciously taught about cognitive and metacognitive strategies. All the classes were taught by the same teacher. Pourmoghaddasian's self-esteem questionnaire (1994) was used to collect the data. The results indicated that there were significant differences between the pre- and post-test mean scores of the students' self-esteem, their scores in the course, and their academic success in all the three groups. The results of one-way ANOVA revealed that there was no significant difference between the self-esteem measures of those students who were taught cognitive and metacognitive strategies as compared to those taught traditionally. However, there were significant differences between their total scores in the course and their academic success measures.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran