The Effectiveness of Meta-Memory Strategies on Students' Intelligence Beliefs and Cognitive Flexibility

The purpose of this study was to investigate the effectiveness of meta-memory strategies on IQ and cognitive flexibility among Ghaemshahr students.

The research method was quasi-experimental with pretest-posttest design with control group. The statistical population was all final year female students of Ghaemshahr high school during the academic year of 2019, and 30 samples were replaced by multi-stage cluster sampling in two experimental and control groups. The training of metamemory strategies was carried out on the experimental group for 10 sessions of 45 minutes. The control group did not receive any intervention. The Doek Intelligence Scale (1999) and the Dennis and Wendwall Cognitive Flexibility Questionnaire (2010) were used to gather information. Statistical analysis of covariance was used to analyze the data.

The results of analysis of covariance showed that there was a significant difference between the mean scores of Intelligence beliefs and cognitive flexibility in the post-test (P<0.05); significance of difference in post-test scores in the experimental group indicates the effect of teaching metacognitive strategies on students' Intelligence beliefs and cognitive flexibility.

Teaching metacognitive strategies has a significant effect on improving students' cognitive functioning and can be used as a useful method to improve Intelligence beliefs performance and cognitive flexibility