Metacognitive Skill Training on Reduction of Referential Thinking and Enhancement of Academic Self-Efficacy in Students with Low Levels of Happiness

The present study conluded was aimed to investigate the effect of metacognitive skills training on reduction of referential thinking and enhancement of academic self-efficacy in students with low happiness. The present research was a quasi-experimental study with control group pretest and posttest design. The population of this study consisted of all third grade female high school students in Qazvin city during the second semester of the academic year 2019-2020. 30 student using purposins sampling method low scores on happiness selected and were assigned randomly to experimental group (15 members) and control groups (15 members). The participants of experimental group received the metacognitive skills training program in nine 60-minute sessions (2 sessions per week), and the participants of control group not recived any training program. Participants responded to the Perseverative Thinking Questionnaire Ehring et al., and the Morgan-Jinks Student Efficacy Scale. The data were analyzed using covariance analysis statistical method. The findings showed that with the control effect of pretest there is a significant difference between the mean post-test scores of the experimental and control groups in to preservative thinking and academic self-efficacy uariables. At all, the results showed that metacognitive skill trainingcan contribute toreduction of preservative thinking and improving academic self-efficacy in students with low levels of happiness.