Effect of Metacognitive Skills Training on Metacognitive Awareness, Self-Efficacy and Academic Achievement of University Students

Aims: Metacognition deals with active monitoring and adjusting the results andcognitive processes to gain the purpose. Academic self-efficacy is dependent onstudents’ perception of learning and is an important factor in the success ofstudents reasoning. This study aimed to determine the effectiveness ofmetacognitive skills training on metacognitive awareness, self-efficacy andacademic achievement in university students.Materials & Methods: This semi-experimental study with a pretest-posttestcontrolled approach was conducted in all students of Kashan University ofMedical Sciences in 2014. 50 participants were selected by cluster samplingand were randomly divided into 2 intervention and control groups.Metacognitive awareness of reading strategies inventory (MARSI) and GeneralSelf-efficacy Scale were used for data gathering. Data were analyzed usingANCOVA test.Findings: There were significant difference between the score of the pretestand posttest of the intervention group in both self-efficacy and metacognitionawareness. In addition, there were significant differences between posttestscores of intervention and control groups in self-efficacy (p<0.001; F=42.46)and cognitive awareness (p<0.001; F=190.99), but there was no significantdifference (p=0.072; F=3.39) in academic achievement between theintervention and control groups’ posttest scores.Conclusion: Metacognitive training affects metacognitive awareness and selfefficacybut it is not founded for academic achievement.

Keywords:

Metacognitive Awarenesses [https://www.ncbi.nlm.nih.gov/mesh/2009719] , Self Efficacy [https://www.ncbi.nlm.nih.gov/mesh/68020377] , Educational Status [https://www.ncbi.nlm.nih.gov/mesh/68004522] , Achievement [https://www.ncbi.nlm.nih.gov/mesh/68000124]