اثربخشی آموزش راهبردهای یادگیری شناختی و فراشناختی بر درگیری تحصیلی در بافت اجتماعی و خودتنظیمی تحصیلی در تعاملات اجتماعی در بین دانش‌آموزان نخبه مقطع متوسطه دوره دوم

اعظم  بختیاری رنانی; نفیسه صدر ارحامی

Authors

Azam BakhtyariRenani Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran. Author https://orcid.org/0000-0002-3131-4075
Nafisa Sadr Arhami Assistant Professor, Department of Sociology, Payame Noor University, Tehran, Iran. https://orcid.org/0000-0002-2294-450X

Keywords:

cognitive and metacognitive learning strategy training, academic engagement in social contexts, academic self-regulation in social interactions

Abstract

This study aimed to determine the effectiveness of cognitive and metacognitive learning strategy training on academic engagement in the social context and academic self-regulation in social interactions among gifted high school students. This quasi-experimental study employed a pretest–posttest design with a control group. The statistical population consisted of all gifted upper-secondary school students in Isfahan during the 2024–2025 academic year. Using convenience sampling, 30 students with intelligence quotient scores above 120 were selected and randomly assigned to an experimental group (n=15) and a control group (n=15). Data were collected using the Bouffard et al. Academic Self-Regulation Questionnaire and the Reeve and Tseng Academic Engagement Questionnaire. The experimental group received eight 90-minute sessions of cognitive and metacognitive learning strategy training, delivered twice weekly, whereas the control group received no intervention. Data were analyzed using multivariate and univariate analyses of covariance (MANCOVA and ANCOVA). The multivariate analysis of covariance indicated a statistically significant difference between the experimental and control groups in the combined dependent variables after controlling for pretest scores (P<0.005). Subsequent univariate analyses demonstrated that cognitive and metacognitive learning strategy training significantly increased academic engagement in the social context (F=197.179, P<0.005, η²=0.45) and academic self-regulation in social interactions (F=146.860, P<0.005, η²=0.39). Thus, the intervention produced significant effects on both educational outcomes among gifted students. Cognitive and metacognitive learning strategy training appears to be an effective educational intervention for improving academic engagement in social contexts and academic self-regulation in social interactions among gifted high school students. By strengthening students’ abilities to plan, monitor, evaluate, and regulate their learning processes, such training may facilitate more active academic participation and more effective regulation of learning-related social interactions.

Downloads

Download data is not yet available.

References

Abadi, I. B. G. S., Widiana, I. W., Septiari, N. K., Listyana, I. G. A. A. P., & Rahayu, N. K. A. (2025). The impact of metacognitive-based learning strategies on enhancing students' decision-making and cognitive dissonance. Indonesian Journal of Educational Development, 6(1), 241-253. https://doi.org/10.59672/ijed.v6i1.4805

Abbasi, S., Dartaj, F., Saadi Pour, A., & Saadati Shamireh, A. (2024). The Effectiveness of Metacognitive Empowerment on Visual-Spatial Memory, Attention Control, and Planning in Students. Cognitive Strategies in Learning. https://www.sid.ir/fileserver/jf/1269-342315-x-1498212.pdf

Abo-Shosha, S. A. (2023). A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools. Occasional Papers, 84. https://doi.org/10.21608/opde.2023.337480

Biwer, F., de Bruin, A., & Persky, A. (2023). Study smart – impact of a learning strategy training on students’ study behavior and academic performance. Advances in Health Sciences Education, 28(1), 147-167. https://doi.org/10.1007/s10459-022-10149-z

Chen, J., & Alibakhshi, G. (2026). AI-Powered Applications' Effects on English Language Learners' Cognitive, Metacognitive, and Resource Management Strategies, and Language Achievement. Journal of Computer Assisted Learning, 42(1), e70171. https://doi.org/10.1002/jcal.70171

Da, A., Ye, C., & Liu, S. (2024). The influence of metacognition on learning engagement: the mediating effect of learning strategy and learning behavior. Current Psychology, 43, 31241-31253. https://doi.org/10.1007/s12144-024-06400-y

Dashtbani, E., & Dashtbani, M. (2024). The role of learning disorders in elementary students' use of cognitive and metacognitive strategies. 15th National Conference on Modern Research in Education, Psychology, Jurisprudence and Law, and Social Sciences, Shirvan.

Faramarzi Babadi, S., Eskandari Asl, H. A., Dolatyari, F., & Alipoor, H. (2024). Limitations of English Language Learning in Universities of Chaharmahal and Bakhtiari Province and Strategies to Overcome Them [Research Article]. Iranian Journal of Educational Sociology, 7(1), 124-132. https://doi.org/10.61838/kman.ijes.7.1.12

Geetha, K. R., & Fathima, M. P. (2023). Effect of Metacognitive Intervention Strategies in Enhancing Resilience Among Pre-Service Teachers. Pupil International Journal of Teaching Education and Learning, 7(3), 101-112. https://doi.org/10.20319/pijtel.2023.73.101112

Ghorbani, S., Kazemian Moghadam, K., & Haroun Rashidi, H. (2022). The effectiveness of metacognitive-strategy training on cognitive self-awareness and self-regulation in students with learning disorders. Exceptional Children Quarterly, 23(2), 119-130.

Idris, N., Isa, H. M., Zakaria, N. N. N., Taib, N. A. M., Ismail, S., & Rahmat, N. H. (2022). An Investigation of the Use of Cognitive and Metacognitive Strategies in Foreign Language Learning. International Journal of Academic Research in Business and Social Sciences, 12(2), 70-89. https://doi.org/10.6007/IJARBSS/v12-i2/12152

Kokabi Rahman, E., Taghvaei, D., & Pirani, Z. (2023). The Effectiveness of Cognitive and Metacognitive Strategies Teaching on Academic Motivation, Academic Engagement and Quality of Life in School of Students with Specific Learning Disorder in Hamadan City. Sociology of Education, 8(2), 257-266. https://doi.org/10.22034/ijes.2023.707262

Koukabi Rahman, E., Taghvaei, D., & Pirani, Z. (2022). The effectiveness of cognitive and metacognitive strategy training on academic motivation, academic engagement, and school quality of life among students with specific learning disorder in Hamadan. Sociology of Education, 8(2), 257-266.

Lacin, E., & Cetin, E. (2022). An examination of teachers' use of metacognitive strategies in supporting the reading comprehension skills of children with learning disabilities. International Journal of Contemporary Educational Research, 9(3), 519-531. https://doi.org/10.33200/ijcer.1091661

Le, Y., & Liu, Y. (2025). Emotional Multifaceted Feedback on AI Tool Use in EFL Learning Initiation: Chain-Mediated Effects of Motivation and Metacognitive Strategies in an Optimized TAM Model. https://doi.org/10.21203/rs.3.rs-6289643/v1

Luo, B., & Wang, M. (2023). Effects of start times on academic performance: Will metacognitive learning strategy or flipped classroom approaches help sleepy young university students? The International Journal of Management Education, 21(2). https://doi.org/10.1016/j.ijme.2023.100806

Mazloumian, S., & Ebrahimi, H. (2023). Investigating the relationship between learning strategies and students' academic enthusiasm with the mediating role of goal orientation In Shiraz University of Medical Sciences. Edu-Str-Med-Sci, 15(6), 580-591. http://edcbmj.ir/article-1-2250-en.html

Nasiri Garmeh Cheshmeh, M., Fathi, M., & Javidpour, M. (2023). Effectiveness of Cognitive-Metacognitive Strategy Training on Achievement Motivation and Academic Vitality of Students with Learning Disabilities. Learning Disabilities Quarterly, 13(2).

Pormousa Bozanjani, H., Mohammadi Far, M., Talepasand, S., & Mohammadrezaei, A. (2022). Modeling Medical Students' Procrastination Based on Metacognitive Beliefs with the Mediating Role of Learning Strategies. Educational Strategies in Medical Sciences, 15(4), 401-411.

Rashidi, S. M., Mousazadeh, T., & Ghaffari, O. (2023). The Effectiveness of Self-Regulated Learning (Cognitive and Metacognitive) Strategies Training on the Components of Students' Self-Efficacy, Academic Motivation and Mental Health. RJMS, 30(1), 29-37.

Solas-Martínez, J. L., Manuel, J. D. l. T. C., Magdaleno, A. R., & López, E. J. M. (2025). Bullying and Cyberbullying Is Associated With Low Levels of Cognitive and Metacognitive Learning Strategies in Young People. Frontiers in psychology, 16. https://doi.org/10.3389/fpsyg.2025.1569400

Stebner, F., Schuster, C., Weber, X.-L., Greiff, S., Leutner, D., & Wirth, J. (2022). Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition. Metacognition and Learning, 17(3), 715-744. https://doi.org/10.1007/s11409-022-09322-x

Talwar, A., Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S., O’Reilly, T., & Sabatini, J. (2023). Early Academic Success in College: Examining the Contributions of Reading Literacy Skills, Metacognitive Reading Strategies, and Reading Motivation. Journal of college reading and learning, 53(1), 58-87. https://doi.org/10.1080/10790195.2022.2137069

Teng, M. F., & Yue, M. (2023). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning, 18(1), 237-260. https://doi.org/10.1007/s11409-022-09328-5

Vellanki, S. S., Mond, S., Khan, Z. K., & Nair, L. G. (2022). Teachers' Viewpoint of Metacognitive Strategy Instruction in Listening During Remote Teaching in Oman: Challenges and Strategies. International Journal of Learning, Teaching and Educational Research, 21(7), 82-106. https://doi.org/10.26803/ijlter.21.7.5

Zhang, Y., Paquette, L., Bosch, N., Ocumpaugh, J., Biswas, G., Hutt, S., & Baker, R. S. (2022). The evolution of metacognitive strategy use in an open-ended learning environment: Do prior domain knowledge and motivation play a role? Contemporary Educational Psychology, 69, 102064. https://doi.org/10.1016/j.cedpsych.2022.102064

Zhao, M., Li, T., Yu, Y., Sin, K. F., & Zheng, E. (2025). Metacognitive Strategies and Willingness to Communicate in L2 Learning: A Mediation Model of Self-Efficacy and Intrinsic Motivation. Sage Open, 15(2). https://doi.org/10.1177/21582440251340830