The effectiveness of self-regulated metacognitive strategies training on educational resilience and educational procrastination

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RASHIDZADE ABDOLLAH; BADRI RAHIM; FATHI AZAR ESKANDAR; HASHEMI TOURAJ

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Journal: JOURNAL OF EDUCATIONAL INNOVATIONS Year:2019 | Volume:18 | Issue:69 Page(s): 139-158

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Title

The effectiveness of self-regulated metacognitive strategies training on educational resilience and educational procrastination

Author(s)

RASHIDZADE ABDOLLAH | BADRI RAHIM | FATHI AZAR ESKANDAR | HASHEMI TOURAJ | Issue Writer Certificate

Keywords

Self-regulated Metacognitive StrategiesQ1

Educational ResilienceQ1

Educational ProcrastinationQ1

Abstract

This study was conducted to determine the effectiveness of teaching self-regulated metacognitive learning strategies on Educational Resilience and procrastination of Tabriz secondary school students in 1396-97 academic year. It was a semi-experimental research with pre and post-test control group design. The research population included Tabriz secondary school students. The research sample consisted of 60 students with high Educational Resilience who were selected through a preliminary study and a multi-stage cluster sampling method. Then, they were assigned to experimental and control groups, using a targeted substitution method. The experimental group participated in the training sessions for autonomous-metacognitive strategies for 12 sessions and the control group did not receive any intervention. For the experimental group, the curriculum was self-regulated metacognitivestrategies-forological and for the control group-the normal daily education. The tools used in this research were: academic resiliency (Samuels & Woo, 2009) and academic procrastination (Solomon & Rothblum, 1984). Data were analyzed using multivariate covariance. The results of multivariate covariance analysis indicated that training Self-regulated Metacognitive Strategies increased and improved the components of academic achievement and decreased the components of academic procrastination. The results showed that training metacognitive learning strategiescan provide programs to increase and improve the students' academic achievement. This research has implications for teachers, trainers and school counselors who could use its outcomes to improve students' progress.

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APA: Copy

RASHIDZADE, ABDOLLAH, BADRI, RAHIM, FATHI AZAR, ESKANDAR, & HASHEMI, TOURAJ. (2019). The effectiveness of self-regulated metacognitive strategies training on educational resilience and educational procrastination. JOURNAL OF EDUCATIONAL INNOVATIONS, 18(69 ), 139-158. SID. https://sid.ir/paper/75545/en

Vancouver: Copy

RASHIDZADE ABDOLLAH, BADRI RAHIM, FATHI AZAR ESKANDAR, HASHEMI TOURAJ. The effectiveness of self-regulated metacognitive strategies training on educational resilience and educational procrastination. JOURNAL OF EDUCATIONAL INNOVATIONS[Internet]. 2019;18(69 ):139-158. Available from: https://sid.ir/paper/75545/en

IEEE: Copy

ABDOLLAH RASHIDZADE, RAHIM BADRI, ESKANDAR FATHI AZAR, and TOURAJ HASHEMI, “The effectiveness of self-regulated metacognitive strategies training on educational resilience and educational procrastination,” JOURNAL OF EDUCATIONAL INNOVATIONS, vol. 18, no. 69 , pp. 139–158, 2019, [Online]. Available: https://sid.ir/paper/75545/en

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