Metacognition-Based Strategies on Academic Procrastination in Male Students with Spelling Learning Disabilities

Learning disability is the cause of secondary problems in students who can be with the person until theend of life and hinder the growth and development of potential abilities of each person. In this regard, theaim of this study was to investigate the effectiveness of metacognition-based strategies on academicprocrastination in ninth grade male students with spelling learning disabilities. The research method wasexperimental with pretest-posttest and control group. The statistical population included all seventh gradestudents of public model schools in Shiraz. Using multi-stage cluster sampling method, ۳۰ seventh gradestudents were selected and randomly divided into two groups of experimental (n=۱۵) and control (n=۱۵).The research instrument was the Tuckman (۱۹۹۱), Academic Procrastination Assessment Scale. Theexperimental group underwent ۱۲ sessions of metacognitive skills training as a group. Data wereanalyzed using SPSS ۲۳ software using multivariate analysis of covariance (MANCOVA). The resultsshowed that the metacognition training program has an effect on the academic procrastination of studentswith learning disabilities. In this way, this program has led to an increase in individual effort and thusreduced academic procrastination (P<۰.۰۵). Metacognitive education through increasing students'awareness of personal strengths and weaknesses in the learning process as well as excellent studentconsultation in learning will reduce the feeling of disability and thus improve their self-esteem. Theseresults have important implications for the prevention, pathology, and treatment of this disorder.Therefore, this strategy can be used to improve students' academic vitality.

کلیدواژه ها:

Academic Procrastination ، Metacognitive Strategies ، Inability To Learn Spelling