The effectiveness of metacognition education on academic burnout, procrastination and academic frustration of gifted students

Document Type : Research Paper


1 Ph.D. Student of Psychology

2 university of mohaghegh ardabili

3 Assistant Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

4 university of Tabriz



Objective: The aim of this study was to investigate the effectiveness of metacognitive education on academic burnout, procrastination and academic frustration of gifted students.

methods: The method of the present study was experimental with a pretest-posttest design with a control group. The statistical population of the present study includes all the talented second year high school male students of Ardabil District 2 who are studying in the gifted school in the academic year 2020-2021. To determine the sample size, 40 people were selected from the available method and randomly assigned to two experimental groups and one control group. Data collection tools were academic burnout Berso et al. (1997), procrastination Solomon et al. (1984) and academic frustration Beck (1979). The process of teaching metacognitive method in this study was performed in 7 sessions of 60 minutes. Data were analyzed using multivariate analysis of covariance with spss.25 software.

Results:The results showed that there was a statistically significant difference between the mean scores of the experimental and control groups in the total score of academic burnout (F = 5.569), procrastination (F = 20.49) and academic frustration (F = 14.648) There was(P<0/001).

Conclusion: Due to the effectiveness of metacognition in reducing academic burnout, procrastination and academic frustration, teachers can help learners to develop metacognitive skills in the classroom and learning environment by carefully designing learning activities in courses and curricula.


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