The Effectiveness of Metacognition Strategies Training on Problem-Solving Function in Guidance School Students

• Main Authors: Ali Reza Jazayeri (Author), Ma'soumeh Esmaeili (Author)
• Format: Book
• Published: University of Social Welfare and Rehabilitation Sciences, 2003-01-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 1607-2960; 1607-2960
• Keywords: Metacognition strategies training; Problem solving function; Therapeutics. Pharmacology; RM1-950
• Source: Journal of Rehabilitation, Vol 3, Iss 4, Pp 27-32 (2003)

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.