Abstract:
This study aimed to determine the relationship of intelligence beliefs, academic self-regulation, and metacognition with school refusal behavior in female secondary high school students in Amol. This study was a descriptive one with correlational design. The statistical population consisted of all the female secondary high school students of which 214 students were selected using multistage random cluster sampling method from second and third grade of secondary school and were asked to fill in the questionnaires of intelligence beliefs (Babaei), self-regulation (Buffard), metacognition (Trier & Rich) and school refusal behavior (Kearney). In order to analyze the collected data, Pearson’s correlation coefficient was used. The results of the study showed that there is a negative significant relationship between self-regulation, metacognition, and school refusal behavior. The findings of multiple regression analyses also showed that among the predictor variables, only self-regulation with the highest amount of Beta (0.17) was the best predictor of school refusal behavior.
Machine summary:
The statistical population consisted of all the female secondary high school students of which 214 students were selected using multistage random cluster sampling method from second and third grade of secondary school and were asked to fill in the questionnaires of intelligence beliefs (Babaei), self-regulation (Buffard), metacognition (Trier Rich) and school refusal behavior (Kearney).
The results of the study showed that there is a negative significant relationship between self- regulation, metacognition, and school refusal behavior.
Psychological variables such as intelligence beliefs, self-regulation, and metacognition may play a role in driving school refusal behavior.
Regarding metacognitive performance, intelligence beliefs and self- regulation as factors that can influence school refusal behavior, and by identifying students with disabilities in these areas, we can assist education administrators by conducting special education classes to raise self-regulation and build intelligence beliefs.
- Is there a relationship between intelligence beliefs, self-regulation, and metacognition with school refusal behavior?
Is the contribution of intelligence beliefs, self-regulation, and metacognition different in predicting school refusal behavior?
18, respectively, which showed a statistically significant and negative relationship (p Multiple regression analysis was used to determine the contribution of predictor variables in explaining criterion variable variance (school refusal behavior).
Discussion As observed in the results, Pearson's correlation coefficient between intelligence beliefs and school refusal behavior was not statistically significant (Table 1).
On the other hand, Pearson's correlation coefficient showed a statistically significant negative relationship between academic self-regulation and school refusal behavior (Table 1).