The Effectiveness of Motivational Counseling and Metacognition Skills Training on Reducing Academic Stress in Girls in JuniorHigh School

The aim of this study was to compare theeffectiveness of motivational counseling and metacognitionskills training on reducing academic stress in girls in juniorhigh school.

The statistical population was allfemale high school students in District 12 of Tehran in theacademic year of 1997-98. The sampling method was clustersampling. Three high schools were selected and 20 peoplefrom each high school were selected and randomly assigned toexperimental and control groups. The data collection tool wasCohen and Frazer Academic Stress Questionnaire. Theprotocol and steps of systematic motivational counselingbased on Cox and Klinger model and metacognitive skillstraining protocol were held in ten sessions. The statisticalmethod of analysis of covariance was multivariate withingroup.

The results show that motivational counseling andmetacognitive skills training consistently reduce the academicstress of female students.

There is a significant difference between theeffectiveness of motivational counseling and metacognitiveskills in reducing academic stress in female students.