The Effectiveness of Meta-Cognitive Training on Emotional Regulation and Academic Emotion in Mathematics among Second-Grade High School Students

The purpose of the present study was to examine the effectiveness of metacognition based education on emotional regulation and mathematical and educational emotion among junior high school students in Tehran. The statistical population comprised all high school students in Tehran in the academic year of 2013 among whom 30 students were selected through multi-step clustered random sampling method. Participants were assigned to either test or control groups following the pretestpost test experimental design (15 students were assigned to test group and 15 to the control group). The test group received interventions related to meta-cognition based education for 10 sessions of 45 minutes in a two-week period of time. The applied tools were emotional regulation questionnaires and progress-math emotions. The obtained data were analyzed using the multi-variable covariance analysis (MANCOVA). Findings demonstrated a significant difference between groups. Similarly, results from the single variable research showed a meaningful difference between the two variables. The strategies emerged from meta-cognitive trainings largely focus on knowledge of observing, planning and controlling. As such, meta-cognitive strategies would be expected to assist a more favorable observation on evoked emotions within a defined context and lead to their appropriate organization and management.