The effectiveness of cognitive and meta-cognitive skills training on Academic procrastination and Psychological well-being in students

The purpose of the present study was to evaluate the effectiveness of cognitive and metacognitive learning strategies training on academic procrastination and psychological well-being of Tehran students in 1398. The research method was applied in terms of purpose and in terms of data collection was a quasi-experimental with pretest-posttest design with control group and random assignment of subjects. The statistical population consisted of all high school students in Tehran. Using cluster sampling method, 30 students in two experimental (n = 15) and control (n = 15) groups were considered as sample size. The experimental group received cognitive and metacognitive learning strategies training for 8 sessions of 60 minutes and the control group remained on the waiting list. A questionnaire of procrastination (Solomon & Ruth Bloom, 1984) and psychological well-being (Reef, 1980) were used to collect data. Content validity was also used to assess the validity of which the questionnaire was approved by relevant experts.  Data analysis was done by SPSS-v22 software in two parts: descriptive and inferential (covariance analysis). The findings showed that teaching cognitive and metacognitive skills improved students' psychological well-being. Therefore, it seems that teaching cognitive and meta-cognitive skills can promote students' psychological well-being and provide effective techniques for dealing with procrastination.</div>