مجله رویش روانشناسی از دادن گواهیهای کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.
year 8, Issue 3 (Sprig 2019 2019)
Rooyesh 2019, 8(3): 37-46 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mardookhi M S, Kamar zarin H, Khaled nejad M. (2019). The effectiveness of metacognitive strategies on educational self-esteem, perceived competency and mental health in gifted girl in Karaj. Rooyesh. 8(3), 37-46.
URL: http://frooyesh.ir/article-1-873-en.html
URL: http://frooyesh.ir/article-1-873-en.html
1- , mardookhi_ms@yahoo.com
Abstract: (3031 Views)
The purpose of this study was to investigate the effectiveness of teaching metacognitive strategies on self-esteem, perceived competency and mental health of gifted girls of middle school students. The research method was quasi-experimental and pre-test and post-test design with two groups. The statistical population of this study was 1172 high school students In the Karaj city in the academic year of 2016-17. 32 of them were randomly selected in the group. The instruments used in this study were SEI, SPPC & GHQ. At first, three tests accomplished with samples. Then the metacognitive strategies were learned to the experimental group for 60 minutes in 6 sessions. After that, both group members accomplished post-test and after 30 days, follow up was taken. The data from pre-test, post-test and follow up were analyzed using covariance analysis. The findings of this study showed that teaching metacognitive strategies were effective on increasing self-esteem, perceived competency and improving mental health (P<0.05).
Type of Article: Applicable |
Subject:
General Psychology
Received: 2017/08/23 | Accepted: 2017/08/27 | ePublished: 2019/06/2
Received: 2017/08/23 | Accepted: 2017/08/27 | ePublished: 2019/06/2
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
