Presenting a model of learning strategies from the metacognitive perspective of high school students during the Corona disease period with an interpretive approach

This study aims to present a research model of learning strategies from the metacognitive perspective of students during the COVID-19 pandemic, using an interpretive approach. The research employed a qualitative methodology based on the content analysis method. The statistical population included teachers and principals of secondary schools in Rasht, Iran. After coordinating with school administrators, the research sample (teachers and principals) was selected. Data collection involved identifying sources through keyword searches and confirming documents based on predefined criteria. Data extraction was performed using coding techniques, including open, axial, and selective coding. Over 555 open codes were extracted from verified sources. The qualitative analysis revealed key themes, including family problems, social isolation, neuroticism, gender exploitation, family support, legal support, civil support, lack of capacity building, de-skilling, lack of physical and mental reinforcement, lack of motivation, lack of responsibility, lack of technological acceptance in education, family responsibilities, social vitality, goal orientation, social cohesion, preservation of family unity, increased interactions, self-confidence, and self-esteem. Researchers are recommended to provide participants with clear explanations of the research concepts to ensure accurate responses to questionnaires

Presenting a model of learning strategies from the metacognitive perspective of high school students during the Corona disease period with an interpretive approach Keywords:

Procrastination , Academic Self-Efficacy , Learning Strategies , Metacognition , Academic Burnout , Learning , COVID-19