Interactive Effectiveness of Training Selfregulated-Metacognitive Strategies and Academic Self-Concept on Resilience and Positive Academic Emotions Components

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RASHIDZADE ABDOLLAH; BADRI RAHIM; FATHIAZAR ESKANDAR; HASHEMI TOURAJ

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Journal: SOCIAL COGNITION Year:2019 | Volume:8 | Issue:1 (15) Page(s): 141-164

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Information Journal Paper

Title

Interactive Effectiveness of Training Selfregulated-Metacognitive Strategies and Academic Self-Concept on Resilience and Positive Academic Emotions Components

Author(s)

RASHIDZADE ABDOLLAH | BADRI RAHIM | FATHIAZAR ESKANDAR | HASHEMI TOURAJ | Issue Writer Certificate

Keywords

Selfregulated-learningQ2

MetacognitionQ2

Academic self-conceptQ2

Academic ResilienceQ1

Academic emotionsQ1

Abstract

Introduction: The present study was conducted with the aim at determining the interactive effecttiveness of selfregulatedmetacognitive strategies and Academic self-concept on educational resilience and positive Academic emotions of secondary school students. Method: The design of this semiexperimental research was pre-test and post-test with control group. The population of this study was Tabriz secondary school students. The statistical sample of this study was 60 students who were selected through a pilot study and a multi-stage cluster sampling. They then were assigned into two experimental and control groups by using a targeted substitution method. The experimental group participated in the training sessions for selfregulated-metacognitive strategies for 12 sessions and the control group did not receive any interventions. Results: the training of metacognitive self-directed strategies led to significant improvement in the experimental group compared to control group in academic resilence and positive emotion, and also the interactive effect of teaching selfregulatedmetacognitive strategies and self-concept on all components of Academic Resilience and positive emotional were significant. Conclusion: Academic Resilience and positive emotions can be increased by training metacognitive selfregulation strategies, as well as paying attention to the interactive and moderating role of self-concept. This research has implications for managers, teachers and school advisers who can use their results to improve student progress.

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APA: Copy

RASHIDZADE, ABDOLLAH, BADRI, RAHIM, FATHIAZAR, ESKANDAR, & HASHEMI, TOURAJ. (2019). Interactive Effectiveness of Training Selfregulated-Metacognitive Strategies and Academic Self-Concept on Resilience and Positive Academic Emotions Components. SOCIAL COGNITION, 8(1 (15) ), 141-164. SID. https://sid.ir/paper/237109/en

Vancouver: Copy

RASHIDZADE ABDOLLAH, BADRI RAHIM, FATHIAZAR ESKANDAR, HASHEMI TOURAJ. Interactive Effectiveness of Training Selfregulated-Metacognitive Strategies and Academic Self-Concept on Resilience and Positive Academic Emotions Components. SOCIAL COGNITION[Internet]. 2019;8(1 (15) ):141-164. Available from: https://sid.ir/paper/237109/en

IEEE: Copy

ABDOLLAH RASHIDZADE, RAHIM BADRI, ESKANDAR FATHIAZAR, and TOURAJ HASHEMI, “Interactive Effectiveness of Training Selfregulated-Metacognitive Strategies and Academic Self-Concept on Resilience and Positive Academic Emotions Components,” SOCIAL COGNITION, vol. 8, no. 1 (15) , pp. 141–164, 2019, [Online]. Available: https://sid.ir/paper/237109/en

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