The Effectiveness of Metacognitive Strategies Training on Students' Self-Concept and Academic Performance

The purpose of this study was to determine the effectiveness of teaching metacognitive strategies on students' self-concept and academic performance. In this regard, the research method was quasi-experimental with pretest-posttest design with control group. The statistical population consisted of first grade high school male students that 30 students were selected by multistage cluster random sampling and were randomly assigned into two experimental and control groups.Meta-cognitive strategies were taught to the experimental group in eight group sessions. Data were collected using Rogers Academic Self-Concept Questionnaire and Academic Performance Questionnaire and analyzed using covariance analysis. The results showed that teaching metacognitive strategies can significantly enhance the components of academic self-concept and significantly improve students 'self-efficacy, planning, and emotional impact on students' academic performance, and there was no change in the lack of outcome control and motivation.The results showed that teaching cognitive and metacognitive strategies increased students' self-concept and academic performance in the experimental group compared to the control group. These observations confirm the effectiveness of teaching metacognitive strategies on enhancing students' self-concept and academic performance.