Saleheh iranmanesh; Shoja Araban; Arezo Azadi; Mahdi Yousefvand; Ned Skandari; Hiran Nadalinezhad; Saeed Sheikhi
Abstract
Abstract: The aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies instruction the difference of education self-defeating behavior and negative self-assessment thinking in high school female students in the second Khorramabad .This quasi-experimental study ...
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Abstract: The aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies instruction the difference of education self-defeating behavior and negative self-assessment thinking in high school female students in the second Khorramabad .This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students of Khorramabad were selected and randomly assigned to experimental groups (Cognitive – metacognitive strategies training) and control group was assigned. Intervention in the experimental group for 8 sessions of 2 hours of teaching cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire Negative Self-assessment thinking Rezaei and Javadi(1996) and education self-defeating behavior Koninghum(2007) in the pre-test and post-test for both test and control groups were used. A data were analyzed using analysis of covariance. Data analysis software program (SPSS.21) was performed. Covariance analysis showed significant differences between the two groups. Results showed that Cognitive – metacognitive strategies training in decreasing the level of instructional self-defeating behavior and negative self-assessment thinking is effective.
