The Effectiveness of Cognitive – metacognitive strategies training the difference of Problem solving styles and referential thinking in high school female students

Document Type : Research Paper

Authors

1 Master of Psychology, Shandiz Institute of Higher Education, Mashhad, Iran

2 Associate Professor of Psychology, Lorestan University, Khorramabad, Iran

3 Ph.D. in Educational Psychology, Lorestan University, Khorramabad, Iran

4 MSc in Educational Psychology, Lorestan University, Khorramabad, Iran

5 Master's degree in family counseling, Islamic Azad University, Azadshahr Branch

Abstract

Abstract:
The aim of this study was to determine the effectiveness of cognitive – metacognitive strategies education the difference of Problem solving styles and referential thinking in high school female students in the second Khorramabad. this quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students Khorramabad were selected and randomly assigned to experimental groups (cognitive – metacognitive strategies education) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours Intervention cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking and Problem solving styles in the pretest and posttest for both test and control groups were used. Data were analyzed using of covariance. analysis showed significant differences between the two groups. Results showed that cognitive – metacognitive strategies education in increasing the level referential thinking and Problem solving styles is effective. Therefore, it can be said that as teachers learn and master the cognitive-meta-cognitive strategies of teaching, they can help reduce referral thinking and increase the use of student problem solving style.

Keywords

References

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