Investigating the Effectiveness of Teaching Metacognition Strategies on Academic Well-being and Academic Help-seeking

Document Type : Research Article

Authors

1 PhD Student in Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.

2 Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran

Abstract

Objective: The purpose of this research was to investigate the effectiveness of teaching metacognitive strategies on the academic well-being and academic help-seeking of adolescent female students
Method: This research was semi-experimental (pre-test and post-test design with control group). The statistical population of this research includes all the female students of the second year of secondary school (first grade of high school) who were studying in the academic year (1401-1402) who were selected using a purposive sampling method. To collect data in the two stages of pre-test and post-test, the academic well-being questionnaire (AWBQ) of Tominin-Sweeney et al  and  has been used. The experimental group used the scientific work of Saif (2016) during 8 sessions (90 minutes) under the training of metacognitive strategies. But the control group did not receive such an intervention. The collected data were analyzed using multivariate and univariate analysis of covariance
Results: The findings of the research showed that teaching metacognitive strategies has significantly led to an increase in academic well-being and academic help-seeking in the experimental group.
Conclusions: According to the results of the present study, it can be concluded that teaching metacognitive strategies can be considered as an effective method to increase academic help-seeking and academic well-being in female students.

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 12, Issue 22 - Serial Number 22
Spring & Summer 2024
August 2024
Pages 35-49

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