Effectiveness of Meta-Cognitive Skills Training on Self-Handicapping and Self-Efficacy of Students

Considering the negative effect of self-handicapping on both mental and physical health and the positive effect of self-efficacy on success and efficacy of people, this research has been conducted with the aim of investigating the effect of meta-cognitive skills training on self-handicapping and self-efficacy of students.
This research is an experimental study with pre/post-test, and 28 student participants were allocated to experimental and control groups randomly (14 persons per group). Jones and Rhodewalt Self-Handicapping Scale, Sherer and Maddux Self-Efficacy Scale, and Raven Standard Progressive Matrices Test had been utilized for data collecting. The meta-cognitive training program was provided to the experimental group within two months in six sessions while students of the control group did not receive any training.
Covariance analysis proposes that meta-cognitive training has a significant effect on decreasing self-handicapping in experimental group; however, there are no significant differences in the results of self-efficacy post-test in both experimental and control groups.
Findings of the present study suggest that meta-cognitive skills training- as an effective training program- could be used for decreasing students’ self-handicapping. But with regards to the effectiveness of meta-cognitive skills training on self-efficacy, it is revealed that more variables are involved, and it needs further investigation.