Comparison of cognitive empowerment and cognitive styles on academic performance and information literacy of third grade elementary school students

Document Type : Original Article

Authors

1 1. Master of Educational Management, Bojnourd Branch, Islamic Azad University, Bojnord, Iran

2 3. Assistant professor,Department of Psychology,Adib Mazandaran Institute of higher education ,Sari, Iran

3 Assistant professor ,Department of Management,Adib Mazandaran Institute of higher education ,Sari, Iran

10.22098/rcap.2025.14999.1054

Abstract

The purpose of this study was to compare cognitive empowerment and cognitive styles on academic performance and information literacy of students. This research is a semi-experimental type with a multiple pre-test and post-test design (three groups), which is based on three groups, two experimental groups and one control group, and its statistical population consisted of all the third grade students of Bojnord city. The target sample consisted of 50 students of the third grade of elementary school of Shohada Cultural School, among whom 30 people who met the criteria for entering the research were selected by a multi-stage cluster random method and divided into three groups of 10 people, including two experimental groups and A control group was divided. The research tools included the information literacy questionnaire of Rahmani et al. students (2016), students' academic average, Yarmohammadiian et al.'s cognitive style sessions (2014) and Oraki et al.'s cognitive rehabilitation sessions (2016). In order to analyze the data and test the research hypotheses, the analysis of covariance test was used by SPSS25 software. The results showed that the two variables of cognitive styles and cognitive empowerment both have an effect on students' academic performance and information literacy; But cognitive rehabilitation has taken a larger share, so that the contribution of cognitive rehabilitation in influencing academic performance and information literacy was 55% and the contribution of cognitive styles was 19%.

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