The Effects of Cognitive and Metacognitive Strategies Training on Problem-solving Skills and Self-esteem in Students

Document Type : Research Paper

Authors

1 Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran.

2 Department of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

10.32598/JSPI.9.4.3

Abstract

Objective: The present study aimed to explore the effects of cognitive and metacognitive strategies training on problem-solving skills and self-esteem in students.
Methods: This was an experimental study with pretest-posttest and a control group design. The statistical population of the study consisted of all 11th-grade students in the second secondary school of Meshkinshahr City, Iran, in the academic year of 2016-2017. Eighty male students with low self-esteem and problem-solving skills impairments in physics were selected and randomly assigned to 3 study groups (one control group & two experimental groups) (n=20/ group). The experimental groups were trained in cognitive and metacognitive strategies. To collect the required data, the Cassidy and Lang's Problem-Solving Style Questionnaire and Coopersmith's (1967) Self-Esteem Inventory were used. The obtained data were analyzed by Multivariate Analysis of Covariance (MANCOVA).
Results: The collected results suggested that the mean posttest scores of the students in the experimental groups were significantly higher in problem-solving skills and self-esteem, compared to the control group.
Conclusion: The presented cognitive and metacognitive strategies training was impactful on problem-solving skills and self-esteem in the examined students.

Keywords

Journal of School Psychology
Volume 9, Issue 4
January 2021
Pages 34-45

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