عنوان مقاله [English]
The present study was aimed to determining the effectiveness of conceptual mapping teaching methods on promoting intellectual believes and self-regulatory learning of students. The method of study was semi experimental. The statistical population was all of male high school students in grade one in Sarpol-e-Zahab city in 2016. 56 students were selected by multi stage cluster random sampling and assigned in to two experimental and control group. The tools of data collecting were two standard questionnaires: intelligence beliefs and self-regulation learning. The Data were analyzed using multivariate analysis of variance (MANCOVA) and covariance (ANCOVA) test. The results showed that there is a significant difference between experimental and control groups in posttest. Also there was a significant difference between experimental and control groups regard to subscale: incremental and innate intelligence, cognitive strategies, management of resources. But related to subscales of metacognitive strategies, there was no significant differences. It seems that the use of conceptual mapping teaching method has been able to promote intelligence beliefs and student self-regulation learning. According to result of this study to promoting intelligence beliefs' and self-regulation learning, use of concept mapping method is suggested.
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