The Effectiveness of Motivational Counseling and Metacognition Skills Training on Reducing Academic Stress in Girls in Junior High School

The aim of this study was to compare the effectiveness of motivational counseling and metacognition skills training on reducing academic stress in girls in junior high school.

The statistical population was all female high school students in District 12 of Tehran in the academic year of 1997-98. The sampling method was cluster sampling. Three high schools were selected and 20 people from each high school were selected and randomly assigned to experimental and control groups. The data collection tool was Cohen and Frazer Academic Stress Questionnaire. The protocol and steps of systematic motivational counseling based on Cox and Klinger model and metacognitive skills training protocol were held in ten sessions. The statistical method of analysis of covariance was multivariate within-group.

The results show that motivational counseling and metacognitive skills training consistently reduce the academic stress of female students.

There is a significant difference between the effectiveness of motivational counseling and metacognitive skills in reducing academic stress in female students.