Clarifying the psychological and educational status of motivation for progress and resilience has highlighted the importance of using semantic and meta-cognitive approaches to strengthen these two basic skills.Besides, it is considered as one of the most reguired human needs today and a new scientific service to expand the field. Therefore, this study aimed to determine the effectiveness of group psychology and metacognition of group therapy on the persistence and motivation of the progress of female students of the Islamic Azad University of Naghadeh.
The present study is an applied and semi-experimental research method. The statistical population consisted of students of the Department of Educational Sciences of Azad University of Naghadeh with a volume of 120. The sample was determined using a representative sample of 40. The sample was divided into two experimental and control groups and resiliency and developmental motivation questionnaires were used. Then, the experimental group received 8 sessions of teaching psychometric and 10 metacognitive sessions. For statistical analysis, one-way covariance analysis was performed using SPSS software.
The results showed that 68% of changes in the level of vibration and 78% of changes in the level of motivation for students' progress were due to group meaning therapy. Also, 66 percent of variations in the level of vibration and 77 percent of the variations in the motivation for student progress were due to metacognition.
According to the statistical results, all the assumptions of the research were confirmed and the overall result of the study indicated that group meaning therapy and metacognition of group therapy affect the resilience and motivation of the progress of female students of Islamic Azad University of Naghadeh.
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