The effectiveness of mutual education and thinking cycle on students' academic self-efficacy and academic motivation

Introduction: Considering the importance of two variables of academic self-efficacy and academic motivation in students 'learning, the use of mutual learning methods and the thinking cycle for students to achieve these two variables is important and necessary. Mutual education and thought cycle are some of the methods that can lead to self-regulation and improve students' academic achievement in different subjects. The aim of this study was to compare the effect of mutual education and the thinking cycle on academic self-efficacy and academic motivation of elementary level students.
Method: The research method was quasi-experimental with a pre-test-post-test design and a control group. From the sixth-grade male student population in the city of Dehloran, 34 students were selected using cluster sampling. Research tools included academic self-efficacy and academic motivation questionnaires. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software.
Results: The results showed that mutual education and the thinking cycle had a significant effect on increasing knowledge of academic self-efficacy (Partial ŋ2 =0.61, p=0.001, F=106.73). Also, mutual education and thinking cycle increased academic motivation (57 Partial ŋ 0.2, p = 0.001, F = 100.81) had a significant effect, but there was no significant difference between the effectiveness of mutual education and thinking cycle on academic self-efficacy and students' academic motivation (p <0.05).
Discussion: The present study showed that mutual education improves students' academic self-efficacy and academic motivation, as well as increases the thinking cycle, self-efficacy, and motivation of students' academic achievement.