Contents & References of Effectiveness of metacognition and creativity teaching strategies on academic self-concept
List:
Table of Contents
Title
Abstract 1
Chapter One: General Research. 2
1-Introduction 3
1-1 Statement of the problem: 4
1-2 Objectives of the research. 7
A) Main objective: 7
B) Secondary objectives: 7
1-3 Research hypotheses: 7
1-4 Importance and necessity of research. 7
1-5 theoretical and operational definitions of variables 8
1-5-1 conceptual definition of metacognitive strategies: 8
1-5-2 conceptual definition of creativity: 9
1-5-3 conceptual definition of academic self-concept: 9
1-5-4 operational definition of metacognitive strategies: 9
1-5-5 operational definition of creativity: 9
1-5-6 operational definition of academic self-concept: 9
1-6 research variables: 10
Chapter two: theoretical foundations of research and research background. 11
2-Introduction: 12
2-1 Definition of metacognition. 12
2-1-1 metacognitive strategies. 13
2-1-1-1 self-study. 16
2-1-1-2 self-review. 16
2-1-1-3 self-questioning. 16
2-1-1-4 self-discipline. 17
2-1-1-5 two-way teaching 17
2-1-1-6 documentary retraining. 18
2-1-2 Brown's strategies about helping students' metacognition. 18
2-1-3 Gusta's strategies for developing students' metacognition. 20
2-1-4 characteristics of metacognitive strategies. 23
2-1-5 Evaluating the growth of metacognitive abilities. 27
2-2 definitions of creativity. 27
2-2-1 The importance of creativity. 31
2-2-2 stages of creativity. 31
2-2-3 important features in creativity. 32
2-2-4 effective factors in creativity and its growth. 34
2-2-5 Creativity from the point of view of different schools. 35
2-2-5-1 school of behaviorism: 35
2-2-5-2 school of psychoanalysis: 36
2-2-6 characteristics of creative people. 37
2-2-6-1 cognitive characteristics of creative people. 37
2-2-6-2 motivational characteristics of creative people. 37
2-2-6-3 personality traits of creative people. 38
2-2-7 Cultivating creativity and ideas in students. 42
2-2-8 Torrance principles. 43
2-2-9 Williafer's creativity development model. 44
2-3 self-concept 46
2-3-1 definitions of self-concept 47
2-3-2 sources of self-concept 49
2-3-3 dimensions of self-concept 50
2-3-4 growth and change of self-concept 51
2-3-5 effective factors On the growth of self-concept 52
2-3-6 Importance of self-concept 53
2-3-7 Components and elements of self-concept 54
2-3-8 Characteristics of self-concept 56
2-3-9 Theoretical models of self-concept 58
2-3-9-1 One-dimensional models: 58
2-3-9-2 multidimensional model of self-concept 59
2-4 research background. 63
2-4-1 Overview of the domestic background. 63
2-4-2 Overview of foreign background. 64
Chapter three: Method of conducting research. 69
3- Introduction 70
3-1 research method. 70
3-2 Statistical population. 70
3-3 samples and sampling methods. 70
3-4 research tools. 71
3-5 research implementation method. 72
3-5-1 training package of metacognitive strategies. 72
3-5-2 creativity training package. 72
6-3 data analysis method 72
Chapter four: research findings. 73
4- Introduction 74
4-1 Data description 75
4-2 Inferential findings. 78
4-3 The first research hypothesis. 79
4-4 The second research hypothesis. 80
4-5 the third hypothesis of the research. 82
Chapter five: conclusions and suggestions. 83
5-1 Discussion and conclusion: 84
5-1-1 Discussion and review of the first hypothesis: 84
5-1-2 Discussion and review of the second hypothesis: 84
5-1-3 Discussion and review of the third hypothesis 85
5-2 Research limitations and problems. 87
5-2-1 Limitations in authority: 87
5-2-2 Limitations outside authority: 88
5-3 Proposals 88
5-3-1 Practical proposals. 88
5-3-2 suggestions for other scholars. 89
Appendices 90
Resources. 109
Persian sources. 109
English sources. 112
Sources and sources
Persian sources
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