The Effectiveness of Cognitive – Metacognitive Strategies Training the Difference of Academic Resiliencys and Referential Thinking in Female Students

The aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies training the difference of academic resiliency and referential 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 were 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 referred thinking Aryng (2010) and resiliency academic Samuel (2003) in the pre-test and post-test for both test and control groups were used. 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 increasing the level of referential thinking and academic Resiliency is effective