The Comparison of the Effectiveness of Wells Metacognitive Group Training and Cognitive and Behavioral Stress Management on Educational Negligence of Female Students

One of the problems that students face in their studies is educational negligence which plays an important role in academic life. The present study aims to compare the effectiveness of two methods of Wells metacognitive training and cognitive-behavioral stress management on educational negligence of female students. The present study is experimental type and semi-experimental design with pre-test and post-test design were implemented with two experimental groups and a control group. 33 students were selected by multi-cluster sampling method among the girls' high schools in Sari, were assigned in experimental group of Wells metacognitive group training, cognitive-behavioral stress management group and control group. To measure the educational negligence, the Solomon and Rothblum scales were used, which were implemented before and after the training sessions. The results of descriptive and inferential indicators showed that only Wells metacognitive group training had a significant effect on the preparation for the end-of-semester homework component. Metacognitive therapy also had a significant effect on the overall score of educational negligence, while cognitive-behavioral stress management had little effect on educational negligence. The results indicated that Wells metacognitive group training can further reduce the educational negligence compared to cognitive-behavioral stress management.