Identification of Learning Strategies from a Metacognitive Perspective and Investigating its Effect on Academic Self-efficacy: Procrastination and Academic Burnout of Male Senior High School Students during the Pandemic

The purpose of the current research is to identify learning strategies from a metacognitive perspective and to investigate its effect on academic self-efficacy, procrastination and academic burnout of male students of the second year of high school in the period of Corona virus. The method of research was mixed (quantitative and qualitative) and of the type of multi-group pre-test and post-test (extended experiment). In the qualitative stage, the statistical population included teachers and principals of junior high schools of Rasht, and in the quantitative stage, the population included all male students of junior high schools in the second district of Rasht in the academic year of 1401-1400 (N=500). Two schools were selected from the mentioned population via multi-stage cluster sampling (after checking the homogeneity of the classes). Fifty individuals from two homogeneous classes were selected randomly selected and were randomly assigned as the experimental and control groups (each containing 25 people). It can be stated that according to the covariance value in the academic self-efficacy variable (sig=0.00, F=36.97), this variable is significant. Also, it can be stated that the experimental group had a significant change in academic procrastination compared to the control group under the influence of the intervention (analysis of covariance in the variable of academic procrastination (sig=0.00, F=25.71)) that is, the development of learning strategies from a meta-cognitive perspective is effective on the academic procrastination of male students. Also, according to the results obtained from the analysis of covariance in the variable of academic burnout, which is (sig=0.00, F=30.42), it can be claimed that the experimental group had a significant change in academic burnout compared to the control group under the influence of the intervention. Thus, formulating learning strategies from a metacognitive perspective is effective on the academic burnout of students.