اثر بخشی آموزش راهبردهای فراشناختی بر بهزیستی تحصیلی و کمک طلبی تحصیلی دانش آموزان دختر نوجوان.

Objective: The purpose of this research was to investigate the effectiveness of teaching metacognitive strategies on the academic well-being and academic help-seeking of adolescent female students Method: This research was semi-experimental (pre-test and post-test design with control group). The statistical population of this research includes all the female students of the second year of secondary school (first grade of high school) who were studying in the academic year (1401-1402) who were selected using a purposive sampling method. To collect data in the two stages of pre-test and post-test, the academic well-being questionnaire (AWBQ) of Tominin-Sweeney et al and has been used. The experimental group used the scientific work of Saif (2016) during 8 sessions (90 minutes) under the training of metacognitive strategies. But the control group did not receive such an intervention. The collected data were analyzed using multivariate and univariate analysis of covariance Results: The findings of the research showed that teaching metacognitive strategies has significantly led to an increase in academic well-being and academic help-seeking in the experimental group. Conclusions: According to the results of the present study, it can be concluded that teaching metacognitive strategies can be considered as an effective method to increase academic help-seeking and academic well-being in female students. [ABSTRACT FROM AUTHOR]