The survey of effectiveness of meta-cognitive teacher training on internalizing problems of female first grade high school students in Isfahan

Background and Aim: Studies show that only a few of students with behavioral disorders are successful in school and often poorer than their peers in school, leading to lower self-esteem (Levy, Halton, Liton, Nathan). And Kojala, ۲۰۱۲). Thus, one of the challenges facing educational systems is always facing students who are at risk of academic failure due to behavioral disorders. Methods: The research method was semi-experimental with pre-test, post-test and follow-up design with control group and experimental group. In the first quantitative section, district ۲ was randomly selected by multistage random sampling method from among six education districts. Out of district three schools, three schools were selected, with a total of ۳۲۰ students. Then, using the Achenbach's child behavior checklist, ۶۰ students were selected through purposeful sampling and were randomly assigned to experimental group (meta-cognitive training) and a control group (without educational intervention). The results were obtained using multivariate covariance analysis. Results: The purpose of the present study was to effectiveness of meta-cognitive teacher training on internalizing problems of female first grade high school students in Isfahan Conclusion meta-cognitive training had a significant effect on decreasing the symptoms of students with internalizing problems

کلیدواژه ها:

meta-cognitive ، training ، effectiveness ، internalizing problems