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Volume 21, Issue 4 (Winter 2020)
Advances in Cognitive Sciences 2020, 21(4): 128-141 |
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Viskarami H, Biyranvand Z, Beyranvand Z. The effectiveness of TREZ training on the philosophical mindfulness and metacognitive strategies of girl students. Advances in Cognitive Sciences 2020; 21 (4) :128-141
URL: http://icssjournal.ir/article-1-1068-en.html
URL: http://icssjournal.ir/article-1-1068-en.html
1- Assistant Professor of Psychology, Lorestan University, Khoram Abad, Iran
2- PhD Student of Educational Psychology, Lorestan University, Khoram Abad, Iran
3- MA in Educational Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2- PhD Student of Educational Psychology, Lorestan University, Khoram Abad, Iran
3- MA in Educational Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Abstract: (3523 Views)
Introduction: The purpose of this study was to investigate the effect of TREZ training on philosophical mentality and metacognitive strategies in female students.
Methods: This quasi-experimental research was a pre-test, post-test design and follow-up with the control group. The statistical population of the study consisted of all third-grade female students in the second grade secondary school of Khorramabad in the academic year of 2017-2018. The 60 of them were selected by multi-stage random cluster sampling and then randomly assigned to two experimental and control groups (each group=30 subjects). The 6-session of 90-minute TREZ training conducted for the experimental group and one month after the end of the sessions, post-test and follow-up stages were performed. To collect data, philosophical subjective questionnaire and metacognitive strategies were used.
Results: The findings revealed the effectiveness of TREZ training on philosophical mentality and metacognitive strategies in female students in post-test and follow up stages.
Conclusion: Consequently, the method has influenced the philosophical mentality and metacognitive strategies of female students. Therefore, it is suggested that teachers provide students with creativity and teaching methods during the training period.
Methods: This quasi-experimental research was a pre-test, post-test design and follow-up with the control group. The statistical population of the study consisted of all third-grade female students in the second grade secondary school of Khorramabad in the academic year of 2017-2018. The 60 of them were selected by multi-stage random cluster sampling and then randomly assigned to two experimental and control groups (each group=30 subjects). The 6-session of 90-minute TREZ training conducted for the experimental group and one month after the end of the sessions, post-test and follow-up stages were performed. To collect data, philosophical subjective questionnaire and metacognitive strategies were used.
Results: The findings revealed the effectiveness of TREZ training on philosophical mentality and metacognitive strategies in female students in post-test and follow up stages.
Conclusion: Consequently, the method has influenced the philosophical mentality and metacognitive strategies of female students. Therefore, it is suggested that teachers provide students with creativity and teaching methods during the training period.
Received: 2018/11/20 | Accepted: 2019/07/8 | Published: 2020/03/18
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