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Effectiveness of Metacognitive Strategies Training on the Cognitive Self-awareness and Self-regulation of Students with Learning Disorders
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Shida Ghorbani1    , Kobra Kazemian Moghadam 2, Homayoon i Haroon Rshid2 |
1- M.A. Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran
2- Assistant Professor Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran. |
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Abstract: (650 Views) |
| Objective: The purpose of this study was to determine the effectiveness of metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders. Method: It is a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included all students with learning disorders in Ahvaz in 2019- 2020. The study samples consisted of 30 male students with learning disorders who were selected through available sampling and according to the inclusion criteria. The experimental group received eight 90-minute sessions during two months while the control group did not receive this intervention during conducting the study. The applied questionnaires included Wales's questionnaire of self-awareness, and Pintrich's questionnaire of self-regulation. The collected data were analyzed using univariate analysis of SPSS software (ver. 22). Results: The findings showed that metacognitive strategies training increased the cognitive self-awareness and self-regulation of students with learning disorders significantly (p<0/001). Conclusion: Metacognitive strategies training can be suggested as an efficient method in order for increasing the cognitive self-awareness and self-regulation of students with learning disorders. |
Article number: 9 |
| Keywords: Learning disorders, Metacognitive, Self-awareness, Self-regulation. |
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Full-Text [PDF 702 kb]
(274 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2021/04/24 | Accepted: 2022/10/14 | Published: 2023/10/17
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