دوره 16، شماره 1 - ( March 1396 )                   جلد 16 شماره 1 صفحات 69-76 | برگشت به فهرست نسخه ها


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Javidan S, Hossein Khanzadeh A A, Abolghasemi A. Effectiveness of Meta-Cognitive Skills Training on Self-Handicapping and Self-Efficacy of Students. IRJ. 2018; 16 (1) :69-76
URL: http://irj.uswr.ac.ir/article-1-773-fa.html
Effectiveness of Meta-Cognitive Skills Training on Self-Handicapping and Self-Efficacy of Students. مجله انگلیسی زبان توانبخشی. 1396; 16 (1) :69-76

URL: http://irj.uswr.ac.ir/article-1-773-fa.html


چکیده:   (715 مشاهده)
Objectives: Considering the negative effect of self-handicapping on both mental and physical health and the positive effect of self-efficacy on success and efficacy of people, this research has been conducted with the aim of investigating the effect of meta-cognitive skills training on self-handicapping and self-efficacy of students. 
Methods: This research is an experimental study with pre/post-test, and 28 student participants were allocated to experimental and control groups randomly (14 persons per group). Jones and Rhodewalt Self-Handicapping Scale, Sherer and Maddux Self-Efficacy Scale, and Raven Standard Progressive Matrices Test had been utilized for data collecting. The meta-cognitive training program was provided to the experimental group within two months in six sessions while students of the control group did not receive any training.
Results: Covariance analysis proposes that meta-cognitive training has a significant effect on decreasing self-handicapping in experimental group; however, there are no significant differences in the results of self-efficacy post-test in both experimental and control groups.
Discussion: Findings of the present study suggest that meta-cognitive skills training- as an effective training program- could be used for decreasing students’ self-handicapping. But with regards to the effectiveness of meta-cognitive skills training on self-efficacy, it is revealed that more variables are involved, and it needs further investigation.
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نوع مطالعه: پژوهشي | موضوع مقاله: روانشناسی
دریافت: ۱۳۹۶/۵/۲۵ | پذیرش: ۱۳۹۶/۹/۱۴ | انتشار: ۱۳۹۶/۱۲/۱۰

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