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Efficacy of Metacognitive Strategies Training on Attention Deficit Disorder and Learning Disorder
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Ghadir Ghadiri Alamdari1   , Hossein Bigdeli * 2, Reza Hosseinpour3 |
1- Psychology and Guidance Department, Faculty of Humanities, Islamic Azad University Tehran North Branch, Tehran, Iran.
2- Psychology Department, Faculty of Humanities, Islamic Azad University Tehran East Branch, Tehran, Iran
3- Educational Sciences Department, Faculty of Social and cultural sciences, Imam Hossein Comprehensive University, Tehran, Iran. |
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Abstract: (2588 Views) |
Objective: The aim of this study was to determine the efficacy of metacognitive strategies training on attention deficit disorder and learning disorder in the students of Roodehen male vocational schools in the academic year 2018-19. The research method was quasi-experimental with pre-test design, post-test with control group. The statistical population included all students of Shahid Chamran and Ayatollah Rafsanjani male vocational schools in Roodehen city, from which 30 people were selected by available sampling and then randomly assigned to experimental and control groups (n=15 in each group). The research instruments included the d2 questionnaire to assess attention deficit problems and the Colorado Learning Problems Questionnaire by Wilcott et al. (CLDQ). The experimental group underwent metacognitive strategies training but the control group did not receive any trainings. Data were analyzed by multivariate analysis of covariance. Metacognitive strategies training was significantly effective on reducing inattention (P <0.001) and learning disability (P = 0.001) in the experimental group. Based on the findings, it is suggested that counselors and therapists use metacognitive strategies training techniques to reduce students' attention deficit and learning problems.
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Article number: 8 |
| Keywords: Metacognitive strategies training, Attention Deficit, Learning Disorder. |
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Full-Text [PDF 1048 kb]
(1097 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2021/01/1 | Accepted: 2021/09/15 | Published: 2021/12/19
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