TY - JOUR JF - icss JO - Advances in Cognitive Sciences VL - 17 IS - 3 PY - 2015 Y1 - 2015/10/01 TI - The Effectiveness of Meta-Cognitive Training on Emotional Regulation andAcademic Emotion in Mathematics among Second-Grade High School Students TT - اثربخشی آموزش مبتنی بر فراشناخت، بر تنظیم هیجانی و هیجان تحصیلی ریاضیدانش آموزان دوره متوسطه دوم N2 - 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 SP - 30 EP - 37 AU - Shahidi, Lale AU - Manshaee, Gholam Reza AD - PhD Student of Psychology, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. KW - Meta-cognition KW - Emotional regulation KW - Educational emotion KW - Mathematics UR - http://icssjournal.ir/article-1-382-en.html ER -