Effectiveness of Meta-Cognitive Skills Training on Self-Handicapping and Self-Efficacy of Students
Publish place: Iranian Rehabilitation Journal، Vol: 16، Issue: 1
Publish Year: 1396
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_IRJU-16-1_009
تاریخ نمایه سازی: 5 دی 1402
Abstract:
Objectives: Considering the negative effect of self-handicapping on both mental and physical health and the positive effect of self-efficacy on success and efficacy of people, this research has been conducted with the aim of investigating the effect of meta-cognitive skills training on self-handicapping and self-efficacy of students.
Methods: This research is an experimental study with pre/post-test, and ۲۸ student participants were allocated to experimental and control groups randomly (۱۴ persons per group). Jones and Rhodewalt Self-Handicapping Scale, Sherer and Maddux Self-Efficacy Scale, and Raven Standard Progressive Matrices Test had been utilized for data collecting. The meta-cognitive training program was provided to the experimental group within two months in six sessions while students of the control group did not receive any training.
Results: Covariance analysis proposes that meta-cognitive training has a significant effect on decreasing self-handicapping in experimental group; however, there are no significant differences in the results of self-efficacy post-test in both experimental and control groups.
Discussion: Findings of the present study suggest that meta-cognitive skills training- as an effective training program- could be used for decreasing students’ self-handicapping. But with regards to the effectiveness of meta-cognitive skills training on self-efficacy, it is revealed that more variables are involved, and it needs further investigation.
Keywords:
Authors
Shahrbanou Javidan
Department of Psychology, Faculty of Literature & Humanities, University of Guilan, Rasht, Iran.
Abbas Ali Hossein Khanzadeh
Department of Psychology, Faculty of Literature & Humanities, University of Guilan, Rasht, Iran.
Abbas Abolghasemi
Department of Psychology, Faculty of Literature & Humanities, University of Guilan, Rasht, Iran.
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