The effectiveness of the self- regulated, metacognitive strategies training on the components of positive and negative emotions in education

The present study was conducted to determine the effectiveness of teaching Self-regulated metacognitive learning strategies on Negative Academic Emotions and Positive Academic Emotions of secondary school students in Tabriz.

The research method was a semi-experimental design with pretest-posttest design with control group. The statistical population of this study was all male primary school pupils in Tabriz in the academic year of 2017-2018-randomly selected cluster random sampling and assigned to two groups (40 people) and control (40 people), Participants in the experimental group received Self-regulated education metacognitive strategies training in twelve sessions of 90minutes. The data were collected using the Pekrun, Goetz & Perry Academic Emotions Questionnaire and analyzed by multivariate covariance analysis.

the results of the covariance that 75% of the variance in the post-test scores of the experimental group was due to the effect of Self-regulated education metacognitive strategies and relation- ships with peers. Therefore, it can be concluded that Self-regulated education metacognitive strategies affects the improvement of positive emotions (frill, expectance, pride) and the quality of relationships with peers (p<0/001).

Self- regulated education metacognitive strategies education is effective in reducing the dimensions of academic 'negative emotions (bagginess, ager, boredom, dis- appointed, shame) of students.