Fri, Nov 22, 2024
| فارسی
Volume 17, Issue 3 (Autumn 2015)
Advances in Cognitive Sciences 2015, 17(3): 30-37 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Shahidi L, Manshaee G R. The Effectiveness of Meta-Cognitive Training on Emotional Regulation and
Academic Emotion in Mathematics among Second-Grade High School Students. Advances in Cognitive Sciences 2015; 17 (3) :30-37
URL: http://icssjournal.ir/article-1-382-en.html
URL: http://icssjournal.ir/article-1-382-en.html
1- PhD Student of Psychology, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2- Assistant Professor, Department and Education, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2- Assistant Professor, Department and Education, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
Abstract: (3357 Views)
Introduction: The purpose of the present study was to examine the effectiveness of meta-cognition based education on emotional regulation and mathematical and educational emotion among junior high school students in Tehran.
Methods: The statistical population comprised all high school students in Tehran in the academic year of 2013 among whom 30 students were selected through multi-step clustered random sampling method. Participants were assigned to either test or control groups following the pretest-post test experimental design (15 students were assigned to test group and 15 to the control group). The test group received interventions related to meta-cognition based education for 10 sessions of 45 minutes in a two-week period of time. The applied tools were emotional regulation questionnaires and progress-math emotions. The obtained data were analyzed using the multi-variable covariance analysis (MANCOVA).
Results: Findings demonstrated a significant difference between groups. Similarly, results from the single variable research showed a meaningful difference between the two variables.
Conclusion: The strategies emerged from meta-cognitive trainings largely focus on knowledge of observing, planning and controlling. As such, meta-cognitive strategies would be expected to assist a more favorable observation on evoked emotions within a defined context and lead to their appropriate organization and management
Methods: The statistical population comprised all high school students in Tehran in the academic year of 2013 among whom 30 students were selected through multi-step clustered random sampling method. Participants were assigned to either test or control groups following the pretest-post test experimental design (15 students were assigned to test group and 15 to the control group). The test group received interventions related to meta-cognition based education for 10 sessions of 45 minutes in a two-week period of time. The applied tools were emotional regulation questionnaires and progress-math emotions. The obtained data were analyzed using the multi-variable covariance analysis (MANCOVA).
Results: Findings demonstrated a significant difference between groups. Similarly, results from the single variable research showed a meaningful difference between the two variables.
Conclusion: The strategies emerged from meta-cognitive trainings largely focus on knowledge of observing, planning and controlling. As such, meta-cognitive strategies would be expected to assist a more favorable observation on evoked emotions within a defined context and lead to their appropriate organization and management
Type of Study: Research |
Subject:
Special
Received: 2015/05/22 | Accepted: 2015/07/23 | Published: 2015/09/23
Received: 2015/05/22 | Accepted: 2015/07/23 | Published: 2015/09/23
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
