The Effect of Metacognitive Skills Training on Study Skills and Academic Emotions of 10th Grade Male Students of Schools in Ardabil

The purpose of the research was the effect of metacognitive skills training on study skills and academic emotions of 10th Grade Male Students of Schools in Ardabil.

This research method was a quasi-experimental and pre-test and post-test design with the control group. The statistical population of the study included all 10th-grade male students of Ardabil schools in the academic year of 2017-18, among whom 24 were assigned to the experimental group and 24 were selected for the control group by multi-stage sampling. For data gathering, we used the study skills Questionnaire (SSI) of Dennis Congos and the academic emotion Questionnaire of Pekrun et al. The experimental group received 8 metacognitive training sessions during which the control group did not receive any training. Data were analyzed using multivariate covariance analysis (MANCOVA).

The results showed that metacognitive skills training significantly increased the study skills and its components, in addition to strengthening memory and improving the positive academic emotion and reducing the negative academic emotion among the subjects in the post-test phase.