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 تحولی

Zahra Movahedian ¹ (,PhD Islamic Azad University, Khorasgan Branch, Isfahan, Iran)
Amir Ghamrani ² (PhD, Isfahan University, Isfahan, Iran)
Ilnaz Sajadian ³ (PhD Clinical Psychology Department, Community Health Research Center, Khorasgan Branch, Islamic Azad University, Isfahan, Iran)

Received: 2023-01-02 Accepted : 2023-01-02 Published : 2022-06-22

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.

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