The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School Students

Document Type : Scientific Articles

Author

Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran

Abstract

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.

Keywords

References

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Journal of Educational Psychology Studies
Volume 18, Issue 41
April 2021
Pages 150-135

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