The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School Students
The purpose of the present study was to investigate the effectiveness of teaching metacognitive strategies on academic self-efficacy and reflective thinking in high school students. The research was a quasi-experimental design with pre-test and post-test design with control group. The statistical po...
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| Format: | Article |
| Language: | fas |
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University of Sistan and Baluchestan
2021-03-01
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| Series: | مطالعات روانشناسی تربیتی |
| Subjects: | |
| Online Access: | https://jeps.usb.ac.ir/article_6193_b2ae388f15b9ed20fb8f087b9b70a947.pdf |
| _version_ | 1797869432822824960 |
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| author | Ramin Habibikaleybar |
| author_facet | Ramin Habibikaleybar |
| author_sort | Ramin Habibikaleybar |
| collection | DOAJ |
| description | The purpose of the present study was to investigate the effectiveness of teaching metacognitive strategies on academic self-efficacy and reflective thinking in high school students. The research was a quasi-experimental design with pre-test and post-test design with control group. The statistical population of the present study was all high school students in Tabriz in the academic year of 2018-2019. Fifty people were selected by random sampling and were divided into experimental and control groups (25 for each group). The intervention group was exposed to metacognitive strategies training and the control group received no training. Data were collected using Bergas and Jones (2001) Academic Disability Questionnaires and Thoughts of Camber and Leung (2000). Data were analyzed using covariance analysis. The results showed that teaching metacognitive strategies has a positive effect on students' academic self-efficacy and reflective thinking. Therefore, attention to teaching meta-cognitive strategies plays an important role in students' self-handicapping and reflective thinking. |
| first_indexed | 2024-04-10T00:11:28Z |
| format | Article |
| id | doaj.art-c25b7d1a1f5447729d1432f30939a855 |
| institution | Directory Open Access Journal |
| issn | 2228-6683 2783-5235 |
| language | fas |
| last_indexed | 2024-04-10T00:11:28Z |
| publishDate | 2021-03-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | مطالعات روانشناسی تربیتی |
| spelling | doaj.art-c25b7d1a1f5447729d1432f30939a8552023-03-16T08:23:33ZfasUniversity of Sistan and Baluchestanمطالعات روانشناسی تربیتی2228-66832783-52352021-03-01184115013510.22111/jeps.2021.61936193The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School StudentsRamin Habibikaleybar0Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, IranThe purpose of the present study was to investigate the effectiveness of teaching metacognitive strategies on academic self-efficacy and reflective thinking in high school students. The research was a quasi-experimental design with pre-test and post-test design with control group. The statistical population of the present study was all high school students in Tabriz in the academic year of 2018-2019. Fifty people were selected by random sampling and were divided into experimental and control groups (25 for each group). The intervention group was exposed to metacognitive strategies training and the control group received no training. Data were collected using Bergas and Jones (2001) Academic Disability Questionnaires and Thoughts of Camber and Leung (2000). Data were analyzed using covariance analysis. The results showed that teaching metacognitive strategies has a positive effect on students' academic self-efficacy and reflective thinking. Therefore, attention to teaching meta-cognitive strategies plays an important role in students' self-handicapping and reflective thinking.https://jeps.usb.ac.ir/article_6193_b2ae388f15b9ed20fb8f087b9b70a947.pdfacademic disabilitiesreflective thinkingmetacognitive strategies |
| spellingShingle | Ramin Habibikaleybar The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School Students مطالعات روانشناسی تربیتی academic disabilities reflective thinking metacognitive strategies |
| title | The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School Students |
| title_full | The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School Students |
| title_fullStr | The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School Students |
| title_full_unstemmed | The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School Students |
| title_short | The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School Students |
| title_sort | effectiveness of teaching metacognitive strategies on academic self disability and reflective thinking in high school students |
| topic | academic disabilities reflective thinking metacognitive strategies |
| url | https://jeps.usb.ac.ir/article_6193_b2ae388f15b9ed20fb8f087b9b70a947.pdf |
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