The Effectiveness of Teaching Cognitive and Metacognitive Strategies on Academic Motivation and Academic Engagement of Students with Specific Learning Disorders in Hamaden City

  This research was conducted with the aim of investigating the effectiveness of training cognitive and metacognitive strategies on academic motivation and academic engagement of students with specific learning disorders in Hamedan.

The current research was applied in terms of purpose and semi-experimental in nature with a pre-test and post-test design. The statistical population in this research consisted of all male primary school students referred to the education counseling center who were diagnosed with a specific learning disorder. The sample members in this research were randomly replaced in the form of a control group and an experimental group, each with the number of 15 people among the people who met the criteria for entering this research. Harter's Academic Motivation Questionnaire (1981) was used to evaluate the subjects' academic motivation, and Zareng's Conflict Questionnaire (2011) was used to evaluate the academic engagement. Cognitive and metacognitive strategy training was provided in ten 60-minute sessions based on the cognitive and metacognitive strategy training program (Palsinkar and Brown, 1984). Multivariate analysis of variance was used to test the hypotheses.

The results showed that the effect of cognitive and metacognitive educational strategy training on increasing academic motivation and academic engagement was significant.

According to the findings of the research, it seems that teaching cognitive and metacognitive educational strategies have played an important role in increasing academic motivation and academic engagement.