comparing the effectiveness of group systematic motivational consulting and metacognitive skills training on school academic adaptation and self-regulation of high school girls

The present research was conducted to examine and compare the effectiveness of group systematic motivating consultation and metacognitive skills training on improving the academic adaptation and self-regulation of first grade high school girls in Tehran.

36 first grade high school girls were chosen through multistage random sampling from District 12 of Tehran’s Education and Training who were studying in the academic year 2018-2019. The research method was pseudo-experimental and based on a pre-/posttest design with control and random alternation. The test instrument called academic adaptation questionnaire (1989) and Bufard et al. Self-regulation questionnaire(1995) were completed in the pretest stage by the participants. The group systematic motivating consultation program and the training of metacognitive skills were done in ten 1.5-hour sessions for the experimental groups. However, the control group received no treatment. After the training courses, the posttest stage was done by the participants in all three groups. For data analysis, multivariate covariance analysis was used. The findings indicated that both intervention methods caused diminished test anxiety and improve academic adaptation of students.

This means that both the systematic motivating consultation and cognitive skills methods have led to improved academic adaptation and Self-regulation. No significant difference was observed between the effect of experimental groups (p>0.01). The follow-up test results showed that the efficacy of both methods remained stable after two months.

The difference between the experimental groups and control group was significant at 0.01 level for both variables.