Educational effectiveness of cognitive and metacognitive strategies on educational self-destructive behaviors and negative self-evaluation thinking in Arabic lessons

The purpose of this research is the educational effectiveness of cognitive and metacognitive strategies on educational self-defeating behaviors and negative self-evaluation thinking in Arabic lessons. This research is an applicable in terms of purpose, and quasi-experimental research with a pre-test-post-test design with a reference group. The statistical population of the research includes the middle school students of the holy city of Karbala, 105 of whom were selected by multi-stage cluster random sampling, and randomly divided into three groups of 35 (a control group of 35 and two experimental groups of 35 people). Data collection was done based on the standard questionnaire of educational self-defeating behaviors of Jones and Rudalt (1982) and negative self-evaluation thinking of Jaj et al, (2003). The face and content validity of the questionnaire was approved by the professors and experts of educational sciences and was confirmed through factor analysis, and the reliability of the questionnaire was obtained based on Cronbach's alpha coefficient of educational self-defeating behaviors of 0.88 and negative self-evaluation thinking of 0.86. The analysis of the information obtained from the tests was done through SPSS22 software in two descriptive sections including mean, standard deviation, skewness, and kurtosis; and inferential (covariance analysis). The results of the research showed that teaching cognitive and metacognitive strategies has a positive and significant effect on reducing educational self-defeating behaviors and negative self-evaluation thinking of students. It is suggested to teach cognitive and metacognitive strategies according to students in a practical way in schools, workshops and training courses.