Volume 3, Number 4 (Winter 2003)                   Vol. , No. , Season & Year , Serial No. | Back to browse issues page


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Jazayeri A R, Esmaeili M. The Effectiveness of Metacognition Strategies Training on Problem-Solving Function in Guidance School Students. Archives of Rehabilitation. 2003; 3 (4) :27-32
URL: http://rehabilitationj.uswr.ac.ir/article-1-580-en.html

1- Assistant Professor Department of Psychology, University of Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract:   (6541 Views)

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.

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Type of Study: Original | Subject: Clinical Psycology
Received: 16/08/2010 | Accepted: 18/10/2015 | Published: 18/10/2015

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