The Effectiveness of Meta-cognitive Skills Training on the Motivational Structure and Academic Performance of Drop-out Students

• Published in: International clinical neuroscience journal 2020-01, Vol.7 (1), p.46-51
• Main Authors: Mokhtari, Mohammad, Hassanzadeh, Ramazan, Mirzaeeyan, Bahram
• Format: Article
• Language: English
• Subjects: Academic achievement; academic performance; Cognition & reasoning; Cognitive ability; Colleges & universities; drop-out students; Experimental research; meta-cognitive skills training; Metacognition; motivational structure; Population studies; Students
• ISSN: 2383-1871; 2383-2096
• DOI: 10.15171/icnj.2020.07

Background : Meta-cognitive skills training through giving meaning to information and making a logical connection between new and previously learned content, enables students to learn better and improve their academic performance. The present study was carried out to investigate the effectiveness of meta-cognitive skills training on the motivational structure and academic performance of drop-out students. Methods : This study considered as semi-experimental research which has used the pretest-post-test with control group design. In this study, the statistical population included all drop-out male and female students of the Sari Agricultural Sciences and Natural Resources University (They entered the university in 2014 and considered as drop-out students for at least two years). Thirty students were selected using the purposive sampling method, who randomly divided into two groups of experimental (n=15) and control (n=15). Meta-cognitive skills taught to the experimental group within four sessions. The Motivational Structure Questionnaire (MSQ) and academic performance report card were used to collect data. Covariance analysis and SPSS-24 software used for data analysis. Results : According to the results of covariance analysis, there is a significant difference between the experimental and control groups (P