The effectiveness of metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders

The purpose of this study was to the effectiveness of metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders. It was a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included all students with learning disorders in Ahvaz in 2019-2020. The samples of this study consisted of 30 men students with learning disorders who were selected through available sampling and according to inclusion criteria.The experimental group received eight ninety-minute sessions during two months while the control group didn’t receive this intervention during conducting the study. The applied questionnaires in the study included Wales's questionnaire of self-awareness, Pintrich's questionnaire of self-regulation. Data were analyzed using univariate analysis of SPSS version 22 software. The results showed that metacognitive strategies training on cognitive self-awareness and self-regulation of students with learning disorders (p<0/001). According to the findings of the present study, metacognitive strategies training can be suggested as an efficient method in order to incrasing on cognitive self-awareness and self-regulation of students with learning disorders.