Comprison of the effectivenees of emotion regulation training and mindfulness skills training on students metacognitive awareness

The aim of this study was to compare the effectiveness of emotion regulation training and mindfulness skills training on students\' metacognitive awareness. The present study is a quasi-experimental study with pre-test and post-test design and follow-up with a control group. The statistical population of the present study was all high school students in Karaj. The sample consisted of 45 students who were selected by multi-stage cluster sampling method and randomly divided into three experimental groups of 1 (n = 15), 2 experimental (n = 15) and control (n = 15). Questionnaires designed to collect information from the sample group: Sharav and Denison (1994) Metacognitive Awareness Questionnaire. For statistical analysis of data, analysis of variance with repeated measures was used using SPSS software. The results showed that emotion regulation training and mindfulness skills training improved students\' metacognitive awareness scores compared to the control group (P <0.05). There is no statistically significant difference between the effectiveness of emotion regulation training and mindfulness skills training on metacognitive awareness in the post-test and follow-up stages (P> 0.05). Therefore, teaching emotion regulation and mindfulness skills training is an effective method in students\' metacognitive awareness. study aimed to compare the effectiveness of emotion regulation training and mindfulness skills training on students\' academic motivation. The present study is a quasi-experimental study with pre-test and post-test design and follow-up with a control group. The statistical population of the present study consisted of all high school students in Karaj; The research sample consisted of 45 students who were selected by multi-stage cluster sampling method and were randomly divided into three experimental groups 1 (15 people), 2 experimental (15 people) and control (15 people). The questionnaires that were considered to collect information from the sample group were: Walrend et al. (1992) Academic Motivation Scale. Analysis of variance with repeated measures using SPSS software was used for statistical analysis of data. The results showed that emotion regulation training and mindfulness skills training compared to the control group improved academic motivation scores (P <0.05). There is no statistically significant difference between the effectiveness of emotion regulation training and mindfulness skills training in academic motivation in the post-test and follow-up stages (P> 0.05). Therefore, teaching emotion regulation and mindfulness skills training is an effective method in students\' academic motivation.