Document Type : Research Article
Authors
1
PhD student in Educational Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Unit, Islamic Azad University, Tehran, Iran
2
Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
3
Assistant Professor, Department of Educational Sciences and Personality, Faculty of Literature, Humanities and Social Sciences, Science and Research Unit, Islamic Azad University, Tehran, Iran
10.22084/j.psychogy.2024.29096.2674
Abstract
Metacognition refers to the awareness and control of learners on their intellectual and learning activities, and based on this, the present research was conducted with the aim of the effectiveness of metacognitive empowerment on visual-spatial memory, attention control and planning in students. The present research method was semi-experimental with a pre-test, post-test and follow-up design. The statistical population of the current study was all students of the first level of middle school in Tehran in the academic year of 2022-2023. The selection of samples was available in the form of sampling method and the sample size in this section was also based on the type of research in two groups of 17 people. The research tools included Enbeck visual memory tasks (Franzen, 2002) and Stroop tasks (Franzen, 2002). The results showed that the metacognitive empowerment method has an effect on the scores of visual-spatial memory, attention control and planning (p<0.05) and this effect was significant in the follow-up phase compared to the pre-test (p<0.05). Based on the findings of the research, the compiled metacognitive empowerment package has the ability to improve visual-spatial memory, attention control and planning and can be used in educational centers.
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