The Effectiveness of Education of Self -Regular Learning Strategies (Cognition, Meta-cognition) on self-efficacy and Mental Health of Astara city students

The present research is devoted to the study of the effect of teaching self-regulation learning strategies (cognition, metacognition) on self-efficacy and mental health of students in Astara city. The statistical population included all the female students of the first high school (second period) of Astara city in the academic year of ۱۹۹۶-۱۹۹۷. Among these students, ۴۶ students were selected by multi-stage cluster sampling method and they were randomly replaced into two experimental and control groups. The instruments used were: Pentrich and Groot's self-regulated learning strategies questionnaire (۱۹۹۰) and Goldberg and Hiller's general health questionnaire. (۱۹۷۹). The current research is a semi-experimental research of the pre-test-post-test design type with a control group. After conducting the pre-test for the experimental and control groups, the experimental group was trained in self-regulated learning strategies for ۱۰ sessions of ۶۰ minutes based on the theoretical background of the research of Nunes et al. et al., under the title of "How to comprehensively self-regulate?" Then the post-test was done for the experimental and control groups. The results of multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) showed a significant difference in self-efficacy in the experimental group, but this significance was not observed in mental health.

کلیدواژه ها:

Key words: self-regulation ، self-efficacy ، Cognition ، meta-cognition ، mental health