The effectiveness of teaching cognitive and metacognitive learning strategies on academic vitality, academic engagement and socio-emotional competence of students deprived of virtual education

The aim of this study was to determine the effectiveness of teaching cognitive and metacognitive learning strategies on academic vitality, academic engagement, and socio-emotional competence of students deprived of virtual education. The method was quasi-experimental with a pretest-posttest design and a control group. The statistical population included all female high school students in the second semester of Tehran in the second half of the academic year 2020, from which 30 people were selected by purposive sampling and randomly divided into two experimental groups, and Witnesses (15 people) were appointed. The experimental group received training for teaching cognitive and metacognitive learning strategies in 8 sessions of 90 minutes (2 sessions per week); The control group was placed on a waiting list for 2 months. To collect data from Dehghani-Zadeh and Hossein-Chari's (2012) Academic Vitality Questionnaire, Bloomfield-Paris Academic Conflict (2004), and Zoe and Jesse's (2012) Social-Emotional Competence, were used. Multivariate analysis of covariance was used to analyze the data. Findings showed that by controlling the effect of the pre-test, there was a significant difference between the mean post-test scores of experimental and control groups in the variables of academic vitality, academic engagement, and socio-emotional competence (p<0.001). In general, according to the results of this study, it can be said that the use of teaching cognitive and metacognitive learning strategies can be considered an effective intervention to increase academic vitality, academic engagement, and socio-emotional competence of students—consultants to be placed.