Objective: The main purpose of this study is to assign the effect and role of metacognition strategies trainings in problem-solving function. In other word, a comparison among-different educational methods in these skills and assigning the most effective strategy for training metacognition skills.

Materials & Methods: For this reason, through a multi-stages clustral sampling, 62 senior guidance school students were selected as sample group in Tehran. Then, all the subjects completed children attribution styles Questionnaire (Peterson & Seligman, 1984) and metacognition knowledge Questionnaire (Flavell, 1985) as pre-test.

Results: Also, each subject was exposed to hanging situation individually. Then, the sample group was divided to three experimental groups include: Compound training, reciprocal/raining and attributional training, and a control group. After training, all four groups accomplished questionnaires as post-test. The data gathered from pre-test and post-test were analyzed through nonparametric procedures.

Conclusion: We concluded that metacognition strategies training has too effects on problem-solving functions in students.