The Comparison of the Effectiveness of Teaching Metacognitive Skills and Positive Adolescent Development on Academic Resilience and Well-Being of Female Students with Behavioral Problems
Subject Areas : روانشناسی تحولیZahra Movahedian 1 , Amir Ghamrani 2 , Ilnaz Sajadian 3
1 - ,PhD
Islamic Azad University,
Khorasgan Branch, Isfahan, Iran
2 - PhD,
Isfahan University,
Isfahan, Iran
3 - PhD
Clinical Psychology Department, Community Health Research Center,
Khorasgan Branch, Islamic Azad University, Isfahan, Iran
Keywords: behavioral problems, academic resilience, academic well-being, teaching metacognitive skills, positive adolescent development,
Abstract :
The present study aimed to compare the effectiveness of teaching metacognitive skills and positive adolescent development on aca- demic resilience and well-being of female students with behavioral problems. The research method was quasi-experimental with pre- test-posttest design and quarterly follow-up. The statistical population consisted of all students with behavioral disorder at ninth grade in the academic year 2017-2018 at schools in Yazd, which were screened according to Achenbach’s Child’s Behavioral Checklist. Multi-stage random sampling method was used to select the sample and 54 students with behavioral problems were selected and randomly placed in two experimental groups and one control group. The research tools included Achenbach’s Child’s Behavioral Checklist (1991), Academic Resilience Questionnaire (Samuels, 2004) and Academic Well-Being Questionnaire (Pitrinen, Soini & Pyhalto (2014). The two experimental groups were trained with an adolescent positive development training package and metacognitive skills. Analysis of variance with repeated measures was used to analyze the data. The results showed that the adolescent positive development training package and teaching metacognitive skills have positive effect on academic resilience and well-being. The results also showed that there is no significant difference between the effectiveness of the adoles- cent positive development training package and Teaching Metacognitive Skills. The results of this research showed that the use of metacognitive training helps a person to go through a better thinking process when facing problems based on information processing, by decentralizing the problem and its consequences towards self-attention, and also teaching the positive development of adolescence with regard to Involving students increases the capacity and ability of students in facing problems as well as efforts towards success and academic progress.
Allison, K. W. Edmonds, T. Wilson, K. Pope, M. & Farrell, A. D. (2011). Connecting youth violence pre- vention, positive youth development, and community mobilization. American Journal of Community Psy- chology, 48(1-2), 8-20.
Cefai, C. (2008). Promoting resilience in the classroom: A guide to developing pupils’ emotional and cognitive skills. London, UK.: Jessica Kingsley Publishers.
Chegini, T., Gholamali Lavasani, M., & Hejazi, E.
(2017). The mediation role of intrinsic motivation in relationship between perceptions of parenting styles with academic resilience. Journal of Developmental Psychology: Iranian Psychologist, 13(52), 383-394. [In Persian].
Debnam, K. J., Johnson, S. L., Waasdorp, T. E., &
Bradshaw, C. P. (2014). Equity, connection, and en- gagement in the school context to promote positive youth development. Journal of Research on Adoles- cence, 24(3), 447-459.
Dishion, T. J., & Patterson, G. R. (2014). The develop- ment and ecology of antisocial behavior: Linking eti- ology, prevention, and treatment. In D. Cicchetti (Ed.), Developmental psychopathology: Maladaptation and psychopathology (pp. 647-678). New York: Wiley.
Fernandez-Rio, J., Cecchini, J.A., Méndez-Gimenez, A., Mendez-Alonso, D., & Prieto, J. A. (2017). Self-regulation, cooperative learning, and academic self-efficacy: Interactions to prevent school failure. Frontiers in Psychology, 8(22), 45-58.
Forbes, K., & Fisher, L. (2018). The impact of expand- ing advanced level secondary school students’ aware- ness and use of metacognitive learning strategies on confidence and proficiency in foreign language speak- ing skills. The Language Learning Journal, 46(2), .173-85
Foster, T. A. (2013). An exploration of academic resil- ience among rural students living in poverty. Doctoral dissertation, Piedmont College, Ann Arbor. Retrieved 22 July 2021, from https://pqdtopen.proquest.com/ doc/ 1437671585.html?fmt=ABS.
Habibi, M., Moradi, Kh., Pouravali, M., & Salehi, S. (2015). Prevalence of behavioral disorders in middle
and high school students in Qom province. Iranian Journal of Epidemiology, 11(1), 56-63. [In Persian].
HosseinAbad, N., Najafi, M., & Rezaei, A. M. (2018). The effectiveness of adolescent positive development educational program on the components of psycholog- ical well-being in adolescents. Journal of Clinical Psy- chology Studies, 9(35), 223-39. [In Persian].
Kern, L. (2015). Addressing the needs of students with social, emotional, and behavioral problems: Reflec- tions and visions. Remedial and Special Education, .24-27 ,)1(36
Lee, T. Y., Cheung, C. K., & Kwong, W. M. (2012).
Resilience as a positive youth development construct: A conceptual review. The Scientific World Journal, Hindawi: Open Access Publishing for the Scientific Cumunity.
Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas,
C., Phelps, E., Gestsdottir, S., & Smith, L. M. (2005). Positive youth development, participation in commu- nity youth development programs, and community contributions of fifth-grade adolescents’ findings from the first wave of the 4-H study of Positive Youth De- velopment. The Journal of Early Adolescence, 25(1), .17-71
Ungar, M., & Liebenberg, L. (Eds.). (2008). Resilience in action: Working with youth across cultures and con- texts. Canada: University of Toronto Press
Martin, A.J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional inter- vention. Contemporary Educational Psychology, 33, .239-69
Melendez-Torres, G. J., Dickson, K., Fletcher, A.,
Thomas, J., Hinds, K., Campbell, R., & Bonell, C. (2016). Positive youth development programs to re- duce substance use in young people: Systematic re- view. International Journal of Drug Policy, 36, 95- .103
Minaei, A. (2006). Adaptation and standardization of Achenbach’s Child’s Behavioral Checklist, self-as- sessment questionnaire and teacher report form. Re- search in Exceptional Children, 6(1), 529-58. [In Per- sian].
Mohammadi, N. H., & Alizadeh, K. (2004). A Study of Problem-Solving Styles and Fear of Assertiveness
in Adolescents with Conduct Disorder. Journal of De- velopmental Psychology: Iranian Psychologist, 1(1), 55-65. [In Persian].
Mohanna, S., & Talepasand, S. (2016). The relation- ship between environmental support and emotional self-awareness with academic involvement: The me- diating role of academic welfare. Iranian Journal of Medical Education, 16(4), 31-42. [In Persian].
Morrison, G. M., & Allen, M. R. (2007). Promoting
student resilience in school contexts. Theory into Practice, 46(2), 162-169.
Movahedian, Z. (2019). Developing the educational
package for adolescent development and compar- ing its effectiveness with metacognitive training on resilience, well-being, self-regulation and academic burnout in female students with behavioral problems in Yazd City. Doctoral dissertation in Educational Psy- chology Islamic Azad University, Khorasgan Branch, Isfahan, Iran [In Persian].
Nasirzade, S., & Nargesian, J. (2019). The effect of
metacognitive beliefs on academic well-being medi- ated by perfectionist students. Journal of School Psy- chology, 8(3), 177-195.
Palinscar, A. S. B. (1984). Reciprocal teaching of com- prehension fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 75-117.
Pietarinen, J., Soini, T., & Pyhalto, K. (2014). Student- semotionl and cognitive engagement as the determi- nants of well- being and achievement in school. Inter- national Journal of Educational Research, 67, 40-51.
Rashidzadeh, A., Badri, R., FathiAzar, A., & Hashemi, T. (2019). The effectiveness of teaching metacogni- tive self-directed learning strategies on resilience and academic procrastination. Educational Innovations, 18(1), 139-58. [In Persian].
Sahragard, A., Rezaei, & A. M. (2016). Effectiveness of teaching metacognitive strategies to improve the use of these strategies and strengthen memory perfor- mance in students with poor metacognition, Master’s Thesis In Technology-Semnan University, Faculty of Psychology and Educational Sciences. [In Persian].
Sanders, J., Munford, R., Thimasarn-Anwar, T., Lieb- enberg, L., & Ungar, M. (2015). The role of positive youth development practices in building resilience and
enhancing wellbeing for at-risk youth. Child Abuse & Neglect. 42, 40-53.
Shaykh al-Islami, R., & Ghanbari Talab, M. (2018).
The relationship between metacognitive knowledge and school welfare: The mediating role of academic emotions. Applied Psychology Quarterly, 12(3), 27- 47. [In Persian].
Shrivastava, A., & Desousa, A. (2016). Resilience: A psychobiological construct for psychiatric disorders. Indian Journal of Psychiatry, 58(1), 38-43.
Soltaninejad, M., Asyabi, M., Adhami, B., & Tavanaei Yousefian, S. (2014). Evaluation of psychometric pa- rameters of ARI Academic Resilience Questionnaire. Journal of Educational Measurement, 4(15), 17-35. [In Persian].
Sun, R. C. (2015). Student misbehavior in Hong Kong: The predictive role of positive youth development and school satisfaction. Applied Research in Quality of Life, 4, 1-17.
Toppino, T. C. L, & Iaconelli, R.T. (2018). Metacog-
nitive control in self-regulated learning: Conditions affecting the choice of restudying versus retrieval prac- tice. Memory & Cognition, 46(7), 1164-77.
Tuominen-Soini, HS-A., & Niemivirta, M. (2012).
Achievement goal orientations and academic well-be- ing across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305.
Wang, M., & Eccles, J. (2011). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), .9-31
Yousefvand, M., & Alavi, Z. (2018). The effectiveness of cognitive and metacognitive strategies (CMST) training on creative self-efficacy and academic moti- vation in male high school students. Scientific Jour- nal of Education and Evaluation, 11(42), 143-59. [In Persian].
Yousefzadeh, M. R., Yaghoubi, A., & Rashidi, M.
(2012). The effect of teaching metacognitive skills on self-efficacy of female students in high school psy- chology. Journal of School Psychology, 1(3), 118-34. [In Persian].
Zarei Mahmoudabadi, H., Heidarizadeh, B. A., & Ra- himi, M. (2016). Studying the effect of group metacog- nition education on the resilience of ninth grade stu- dents in Yazd. The First International Conference on Innovation and Research in Educational Sciences, Management and Psychology, Tehran. [In Persian].
