Investigating the effectiveness of metacognition-based strategies on academic self-concept Ninth grade male students with spelling learning disabilities

Learning disabilities are the cause of secondary problems in students who can be with the person until the end of life and hinder the growth and development of potential abilities of each person. In this regard, the aim of this study was to investigate the effectiveness of metacognition-based strategies on the academic self-concept of ninth grade male students with spelling learning disabilities. The research method was experimental with pretest-posttest and control group. The statistical population included all ninth grade students of public model schools in Shiraz, which using the multi-stage cluster sampling method, 30 has an effect on the academic self-concept of students with learning disabilities. In this way, this program has led to improving academic self-concept and increasing the amount of individual effort and thus reducing academic procrastination (P <0.05).