Effect of Metacognitive Skills Training on Metacognitive Awareness, Self-Efficacy and Academic Achievement of University Students

Document Type : Original Article


1 Psychology Department, Science & Research Branch, Islamic Azad University, Kashan, Iran

2 Clinical Psychology Department, Medicine Faculty, Kashan University of Medical Sciences, Kashan, Iran


Aims: Metacognition deals with active monitoring and adjusting the results and
cognitive processes to gain the purpose. Academic self-efficacy is dependent on
students’ perception of learning and is an important factor in the success of
students reasoning. This study aimed to determine the effectiveness of
metacognitive skills training on metacognitive awareness, self-efficacy and
academic achievement in university students.
Materials & Methods: This semi-experimental study with a pretest-posttest
controlled approach was conducted in all students of Kashan University of
Medical Sciences in 2014. 50 participants were selected by cluster sampling
and were randomly divided into 2 intervention and control groups.
Metacognitive awareness of reading strategies inventory (MARSI) and General
Self-efficacy Scale were used for data gathering. Data were analyzed using
ANCOVA test.
Findings: There were significant difference between the score of the pretest
and posttest of the intervention group in both self-efficacy and metacognition
awareness. In addition, there were significant differences between posttest
scores of intervention and control groups in self-efficacy (p<0.001; F=42.46)
and cognitive awareness (p<0.001; F=190.99), but there was no significant
difference (p=0.072; F=3.39) in academic achievement between the
intervention and control groups’ posttest scores.
Conclusion: Metacognitive training affects metacognitive awareness and selfefficacy
but it is not founded for academic achievement.