:: Volume 3, Number 4 (Fall 2016) ::
IAHS 2016, 3(4): 177-171 Back to browse issues page
Effect of Metacognitive Skills Training on Metacognitive Awareness, Self-Efficacy and Academic Achievement of University Students
Z. Goli1, A. Omidi *2, J. Momeni3
1- Psychology Department, Science & Research Branch, Islamic Azad University, Kashan, Iran
2- Clinical Psychology Department, Medicine Faculty, Kashan University of Medical Sciences, Kashan, Iran , omidia@kaums.ac.ir
3- Clinical Psychology Department, Medicine Faculty, Kashan University of Medical Sciences, Kashan, Iran
Abstract:   (293 Views)

Aims: Metacognition deals with active monitoring and adjusting the results and cognitive processes to gain the purpose. Academic self-efficacy is dependent on students’ perception of learning and is an important factor in the success of students reasoning. This study aimed to determine the effectiveness of metacognitive skills training on metacognitive awareness, self-efficacy and academic achievement in university students.

Materials & Methods: This semi-experimental study with a pretest-posttest controlled approach was conducted in all students of Kashan University of Medical Sciences in 2014. 50 participants were selected by cluster sampling and were randomly divided into 2 intervention and control groups. Metacognitive awareness of reading strategies inventory (MARSI) and General Self-efficacy Scale were used for data gathering. Data were analyzed using ANCOVA test.

Findings: There were significant difference between the score of the pretest and posttest of the intervention group in both self-efficacy and metacognition awareness. In addition, there were significant differences between posttest scores of intervention and control groups in self-efficacy (p<0.001; F=42.46) and cognitive awareness (p<0.001; F=190.99), but there was no significant difference (p=0.072; F=3.39) in academic achievement between the intervention and control groups’ posttest scores.

Conclusion: Metacognitive training affects metacognitive awareness and self-efficacy but it is not founded for academic achievement.

Keywords: Metacognitive Awarenesses, Self Efficacy, Educational Status, Achievement
Full-Text [PDF 173 kb]   (208 Downloads)    
Article Type: Original Research | Subject: Mental Health and Psychosocial Hazards
Received: 2016/10/22 | Accepted: 2017/01/8 | Published: 2017/03/1
* Corresponding Author Address: Clinical Psychology Department, Medicine Faculty, Kashan University of Medical Sciences, Qotb-e-Ravandi Boulevard, Kashan, Iran



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Volume 3, Number 4 (Fall 2016) Back to browse issues page