The Relationship of Metacognitive Strategies and Creativity with Learning Styles of Students Who Have Siblings with Internalizing, Externalizing, and Emotional Disorders

Metacognition is one’s awareness of his/her thinking process and the ability to control that process. Cognitive strategies are among the most important means of learning and recalling; therefore, the current study aimed to examine the relationship of metacognitive strategies and creativity with learning styles of students who have siblings with special needs.
In this descriptive study, using convenience sampling method, 140 individuals (70 girls and 70 boys) were selected among siblings of children with special needs associated with internalizing, externalizing, and emotional disorders referred to Welfare Centers in Hamedan Province. To measure metacognitive strategies, to examine creativity and to determine learning styles, respectively, the State Metacognitive Inventory (ESM), Abedi’s Creativity Test, and Learning Style Inventory (Wark) were applied. The data was analyzed using Pearson correlation coefficient and multivariate regression analysis with P
The obtained results indicated that metacognitive strategies and creativity were positively and significantly related to learning styles of students who have siblings with special needs.
Given the results of the present study, it can be inferred that metacognitive strategies and creativity among students who have siblings with special needs are good predictors of the variable of learning styles.