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year 11, Issue 7 ( autumn 2022 2022)
Rooyesh 2022, 11(7): 189-198 |
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Amir Ardejani N. The effect of group teaching metacognitive strategies on drowning experience and the source of control of female high school students. Rooyesh 2022; 11 (7) :189-198
URL: http://frooyesh.ir/article-1-3733-en.html
URL: http://frooyesh.ir/article-1-3733-en.html
M A of General Psychology, Payame Noor University, South Tehran Branch, Tehran, Iran. , neginamiriar@gmail.com
Abstract: (691 Views)
The aim of this study was to determine the effect of group teaching of metacognitive strategies on the drowning experience and students' source of control. The research method was quasi-experimental with pretest-posttest design and control group. The study population consisted of all third grade female students in the second year of high school in Tehran in the first semester of 2020-2021. Thirty of them were selected as a sample by purposive sampling method according to the entry and exit criteria and were randomly assigned to the experimental group (n = 15) and the control group (n = 15). The experimental group received the metacognitive skills training program in 9 sessions of 90 minutes (two sessions per week) as a group; The control group was placed on a waiting list. The Drowning Questionnaire (FQ) (Martin and Jackson, 2008) and the Control Source (LCQ) Rutter (1996) were used to collect data. Multivariate analysis of covariance was used to analyze the data. Findings showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of post-test in the experimental and control groups in the variables of drowning experience and control source (P <0.001). According to the results of this study, it can be said that group training in metacognitive strategies was effective in increasing the experience of drowning and the source of internal control and reducing the source of external control of students.
Type of Article: Applicable |
Subject:
Educational Psychology
Received: 2022/04/4 | Revised: 2023/01/22 | Accepted: 2022/05/2 | ePublished: 2022/10/2
Received: 2022/04/4 | Revised: 2023/01/22 | Accepted: 2022/05/2 | ePublished: 2022/10/2
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