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Volume 22, Issue 127 (10-2023)
Journal of Psychological Science 2023, 22(127): 1353-1374 |
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aslani H, Alivandi Vafa M, panahali A. (2023). Comparing the effectiveness of teaching cognitive, metacognitive and emotion regulation strategies on the psychological well-being of male students with low academic performance in the second year of high school. Journal of Psychological Science. 22(127), 1353-1374. doi:10.52547/JPS.22.127.1353
URL: http://psychologicalscience.ir/article-1-2032-en.html
URL: http://psychologicalscience.ir/article-1-2032-en.html
Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Tabriz Branch, Islamic Azad University, Tabriz, Iran , m.alivand@iaut.ac.ir
Abstract: (1470 Views)
Background: Academic performance is considered as an indicator for evaluating the success of the education system. One of the influential variables in academic performance during adolescence is psychological well-being. According to the etiology of low academic performance in students, this field has shortcomings. Research shows that interventions in this field require attention to growth-oriented issues such as cognitive-oriented and emotion-oriented interventions in the form of education. All kinds of interventions in this field claim to be effective, but the present study seeks to compare the effectiveness of teaching cognitive, metacognitive and emotion regulation strategies on the psychological well-being of Secondary School Students male with low academic performance.
Aims: The present study was conducted with the aim of comparing the effectiveness of teaching cognitive, metacognitive and emotion regulation strategies on the psychological well-being Secondary School Students male with low academic performance
Methods: The research design was a semi-experimental type of pre-test, post-test with control group. The statistical population of the research included all male students of the Secondary School Students male in Tabriz city with low academic performance in the academic year of 2021-2022. select the statistical sample of the research, 60 people were selected in the form of purposeful sampling (based on the research entry criteria) and randomly divided into three experimental groups (cognitive strategies, metacognitive strategies and emotion regulation intervention) and a control group (15 people in each group) were placed. In order to collect information, Ryff Scales of Psychological Well-Being Scale-Short Form (RSPWB-SF), cognit0ive and metacognitive strategies training protocols (Seif, 2016) and emotion regulation intervention (Gross & Thompson, 2007) were used.
Univariate and multivariate analysis of covariance, Benferroni post hoc test and SPSS27 software were used for data analysis.
Results: Based on the results of multivariate covariance analysis, the effect of all three interventions of cognitive strategies, metacognitive strategies and emotion regulation on the total score of psychological well-being was confirmed (P<0.05). The comparison of the interventions in Benferroni's follow-up test also showed that the effectiveness of the emotion regulation intervention on psychological well-being was significantly higher than the two interventions of cognitive strategies and metacognitive strategies (P<0.05).
Aims: The present study was conducted with the aim of comparing the effectiveness of teaching cognitive, metacognitive and emotion regulation strategies on the psychological well-being Secondary School Students male with low academic performance
Methods: The research design was a semi-experimental type of pre-test, post-test with control group. The statistical population of the research included all male students of the Secondary School Students male in Tabriz city with low academic performance in the academic year of 2021-2022. select the statistical sample of the research, 60 people were selected in the form of purposeful sampling (based on the research entry criteria) and randomly divided into three experimental groups (cognitive strategies, metacognitive strategies and emotion regulation intervention) and a control group (15 people in each group) were placed. In order to collect information, Ryff Scales of Psychological Well-Being Scale-Short Form (RSPWB-SF), cognit0ive and metacognitive strategies training protocols (Seif, 2016) and emotion regulation intervention (Gross & Thompson, 2007) were used.
Univariate and multivariate analysis of covariance, Benferroni post hoc test and SPSS27 software were used for data analysis.
Results: Based on the results of multivariate covariance analysis, the effect of all three interventions of cognitive strategies, metacognitive strategies and emotion regulation on the total score of psychological well-being was confirmed (P<0.05). The comparison of the interventions in Benferroni's follow-up test also showed that the effectiveness of the emotion regulation intervention on psychological well-being was significantly higher than the two interventions of cognitive strategies and metacognitive strategies (P<0.05).
Conclusion: According to the findings, it seems that cognitive, metacognitive and emotion regulation strategies have the potential to be effective in improving the overall level of psychological well-being, and teachers and school counselors can use these interventions to improve the academic performance of students.
Keywords: psychological well-being, cognitive strategy, metacognitive strategy, emotion regulation strategy, Students with low academic performance
Type of Study: Research |
Subject:
Special
Received: 2023/05/13 | Accepted: 2023/07/16 | Published: 2023/10/2
Received: 2023/05/13 | Accepted: 2023/07/16 | Published: 2023/10/2
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)