The Effect of Metacognitive Skills Training on Academic Self-Efficacy and Academic Eagerness of 10th Grade Male Students in Ardabil

The purpose of this research was to examine the effect of metacognitive skills training on academic self-efficacy and academic eagerness of 10th grade male students in Ardabil. This research was experimental having pre-test and post-test design with control group. The population included all 10th grade male students of Ardabil schools in the academic year of 2017-2018 from whom 24 were assigned to the experimental group and 24 were selected for the control group by multi-stage sampling. For data collection, we used the Academic Self-efficacy Beliefs Questionnaire (ASEBQ) of Zajacova et al. and the academic enthusiasm of Fredricks et al. The experimental group received 8 metacognitive training sessions during which the control group did not receive any training. The data were analyzed using multivariate covariance analysis (MANCOVA). The results showed that metacognitive skills training significantly increased the academic self-efficacy and its components, including the ability to manage homework, family and school, and academic eagerness and its components among the participants in the post-test (p < 0/001).