abdollah rashidzade; abdollah rashidzade; abdollah rashidzade; Touraj Hashemi
Abstract
Introduction: The present study was conducted with the aim at determining the interactive effecttiveness of selfregulated-metacognitive strategies and academic self-concept on educational resilience and positive academic emotions of secondary school students. Method: The design of this semi-experimental ...
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Introduction: The present study was conducted with the aim at determining the interactive effecttiveness of selfregulated-metacognitive strategies and academic self-concept on educational resilience and positive academic emotions of secondary school students. Method: The design of this semi-experimental research was pre-test and post-test with control group. The population of this study was Tabriz secondary school students. The statistical sample of this study was 60 students who were selected through a pilot study and a multi-stage cluster sampling.They then were assigned into two experimental and control groups by using a targeted substitution method. The experimental group participated in the training sessions for selfregulated-metacognitive strategies for 12 sessions and the control group did not receive any interventions. Results: the training of metacognitive self-directed strategies led to significant improvement in the experimental group compared to control group in academic resilence and positive emotion, and also the interactive effect of teaching selfregulated-metacognitive strategies and self-concept on all components of academic resilience and positive emotional were significant. Conclusion: academic resilience and positive emotions can be increased by training metacognitive selfregulation strategies, as well as paying attention to the interactive and moderating role of self-concept. This research has implications for managers, teachers and school advisers who can use their results to improve student progress.
