University of Mohaghegh Ardabili Journal of School Psychology 22520821 6 3 2017 11 22 The effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement The effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement 65 84 585 10.22098/jsp.2017.585 FA A Sheykholeslami Assistant Professor, University of Mohaghegh Ardabili 0000-0002-7700-7206 Journal Article 2017 12 19        The purpose of this study was to investigate the effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement. The research method was semi-experimental with pretest-posttest design an control group. The population consisted of all male students of the high school of Ardabil in 2016-2017 academic year. By using cluster random sampling, 30 students with low academic achievement were selected and randomly assigned into experimental (15) and control (15) groups. The experimental group had eight sessions of cognitive and meta-cognitive learning strategy training. Solomon and Rothblum academic procrastination scale (1984) was used to gather data. The data were analyzed by analysis of covariance. The results indicated that the research hypothesis of effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement had been proven, and participants of the experimental group in comparison with the control group, in posttest had a significantly less academic procrastination (P<0.01). So, we can conclude that cognitive and meta-cognitive learning strategy training has a significant effectiveness on decreasing the academic procrastination of students with low academic achievement.          The purpose of this study was to investigate the effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement. The research method was semi-experimental with pretest-posttest design an control group. The population consisted of all male students of the high school of Ardabil in 2016-2017 academic year. By using cluster random sampling, 30 students with low academic achievement were selected and randomly assigned into experimental (15) and control (15) groups. The experimental group had eight sessions of cognitive and meta-cognitive learning strategy training. Solomon and Rothblum academic procrastination scale (1984) was used to gather data. The data were analyzed by analysis of covariance. The results indicated that the research hypothesis of effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement had been proven, and participants of the experimental group in comparison with the control group, in posttest had a significantly less academic procrastination (P<0.01). So, we can conclude that cognitive and meta-cognitive learning strategy training has a significant effectiveness on decreasing the academic procrastination of students with low academic achievement.   https://jsp.uma.ac.ir/article_585_fb370bf9c0cc9589c6325d15ab4076a8.pdf