Comparison of the Effectiveness of Positivist Psychology group education and Metacognition group education on the academic Achievement Motivation of Quarantined female Students with their families

Subject Areas : Woman and family

FARIBA  NARIMANI ¹ (PhD Student, Department of Educational Psychology, Faculty of Humanities and Educational Sciences, Islamic Azad University, Tabriz, Iran.)
Masoumeh  Azmoudeh ² (* Assistant Professor, Department of Psychology, (Author responsible) Faculty of Humanities and Educational Sciences, Islamic Azad University, Tabriz, Iran, [e-mail])
Sholeh  Livar Jani ³ (Assistant Professor, Department of Educational Psychology, Faculty of Humanities and Educational Sciences, Islamic Azad University, Tabriz, Iran.)
Javad  MeserAabadi ⁴ (Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran)

Received: 2022-04-19 Accepted : 2022-07-23 Published : 2023-08-23

Keywords: Metacognition, quarantine, Positive Psychology, academic achievement motivation,

Abstract :

This research was conducted in order to compare the effectiveness of the positive psychology group education and metacognition group education on the academic achievement motivation of the female high school students in district one of Tabriz. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population consisted of all female students of the second grade in district one of Tabriz in the academic year 2021-2020. A total of 90 students were selected by multi-stage cluster random sampling method and randomly assigned to three equal groups. The first experimental group received metacognition training in eight 90-minute sessions in combination with the weekly Wales and Robinia training package, and the second experimental group received positive psychology training adapted by (Cheraghian 2014) and the Afmas training package in nine 90-minute weekly sessions. The control group did not receive any intervention. The data measurement tool was the Hermans (1970) Progress Motivation Questionnaire. Finally, the data were analyzed using  ANCOVA one-way covariance. The results showed that positive psychology (P<0.05) and metacognition group education (P<0.05) were both effective on the motivation of students' academic achievement and there was no significant difference in the effect between the two treatments. Therefore, it was concluded that utilization of both positive and metacognition trainings increased motivation of students’ academic achievement.

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