The Effect of Metacognitive Strategies Training on Meta-Worry and Anxiety among Students

The aim of this study was to investigate the effect of teaching metacognitive strategies on meta-worry and anxiety in students.

The research method was quasi-experimental and single-subject designs.. The statistical population included all male students in Ghadir dormitory of Bu Ali Sina University of Hamedan in 2019. The statistical sample consisted of 12 people who were selected by convenience sampling method. Beck Anxiety Inventory(1988) and Wells Meta-Worry Inventory(2005) were used to collect data. The measurement and execution of the test consisted of four stages:observing the subject before applying the independent variable and measuring his scores, applying the independent variable and measuring the subjects 'scores after half of the whole intervention sessions and also at the end of the last session and re-measurement of subject scores (follow-up) after one month.

Data analysis by analysis of repeated measures showed that metacognitive strategies teaching had a significant effect on reducing meta-anxiety (p <0.001, F = 18.71) and reducing anxiety in students (p <0.001, F = 21.69)

The results of the present study showed that learning new metacognitive strategies makes a person recognize that in many cases, his concern for the external and internal signs of a threat is unfounded. Therefore, metacognitive strategies teaching can be used to reduce students' anxiety and meta worry.