بررسي تاثير آموزش راهبردهاي فراشناختي بر عملكرد حل مساله

The Effectiveness of metacognition strategies training on Problem-Solving function in guidance school students

The main purpose of this study is to assign the effect and role of metacognition strategies tratngings in problem-solving function. In other word, a comparison among-d;rjerent educational methods in these skills and assigning the most effective strategy fir training metacognition skills. For this reason, through a multi-stagees clustral sampling, 62 senior guidance school students were selected as sample group in Tehran. Then,all the subjects completed children attribution .styles Questionnaire (Peterson & Seligman, 1984) and Metacognition knowledye Questionnaire (Rave, 1985) as pre-test. Also, each subject was exposed to Hanging situation individually. Then, the sample group was devided to three exprimental groups include: Compound training, reciprocal training and attributional training, and a control group. After training, all four groups accomplished questionnaires as post-test. The data gathered from pre-test and post-test were analyzed through nonpatametric procedures. We concluded that metacognition strategies training has too effects problem-solving functions in .suudents.