metacognitive techniques

Several factors have an effect on educational failure, which interactively intensify and strengthen each other, and the result of this causes the loss of social and human capital of a society. The present research was conducted with the aim of the effectiveness of teaching metacognitive techniques on the causal documents of learning problems of English language course of secondary school students of Qeshm city. The research method is a semi-experimental type, based on the initial monitoring, randomly among the student population, 36 students who had a score of less than 12 in the English course were randomly selected (18 in two groups, experimental and 18 controls) were selected. The research tools included the Auestionnaire of English Language Learning Problems in secondary schools (Javadan, 2014) and the Package of Meta-Cognitive Techniques (Qadampour, 2016), which dealt with meta-cognition, problem solving techniques and critical thinking for six sessions. Data analysis was done using the SPSS23 program and the analysis of the covariance method. According to the F values for the causal documents of English language learning (0.133) and the significance level (P≤0.05), no significant difference was observed between the control and experimental groups. Therefore, the main and secondary hypotheses of the research are rejected. In general, it can be concluded that the training of metacognitive skills takes place face-to-face and in the context of time, and applying these trainings in real life conditions and training in virtual conditions is effective for this group of students. not much

The aim of this study was to evaluate the efficacy of cognitive behavioral therapy (CBT) with or without metacognitive techniques and Zolpidem (10 mg) for people with chronic insomnia disorder. After assessing eligibility criteria, six patients included four female and two male entered the study. All patients allocated randomly to three treatments (CBT, CBT+ & Zolpidem 10 mg.) and assessed 6 times by research instruments. Results were analyzed by recovery percent, clinical significant index, effect size and diagnostic recovery. Results of the study showed that during post-treatment and 1-month & 3-months follow-up, patients who received CBT+ have higher rate of recovery in sleep efficiency and sleep quality than other patients. In terms of insomnia severity, CBT & CBT+ have no significant difference but both were superior to patients who received Zolpidem 10 mg. Also, patients who received Zolpidem (10 mg) failure to keep treatment achievements in follow-up. Adding metacognitive techniques to CBT increased its efficacy. Findings of this study could regard as a pilot information about new ways for raising efficacy of cognitive behavioral therapy for chronic insomnia disorder.