Metacognition-Based Strategies on Academic Procrastination in Male Students with Spelling Learning Disabilities

Morad Rostami, Nasrin FatemiAghda, Hamid Reza AfkhamiAghda, Somayeh Shahani

Abstract


Learning disability is the cause of secondary problems in students who can be with the person until the end of life and hinder the growth and development of potential abilities of each person. In this regard, the aim of this study was to investigate the effectiveness of metacognition-based strategies on academic procrastination in ninth grade male students with spelling learning disabilities. The research method was experimental with pretest-posttest and control group. The statistical population included all seventh grade students of public model schools in Shiraz. Using multi-stage cluster sampling method, 30 seventh grade students were selected and randomly divided into two groups of experimental (n=15) and control (n=15). The research instrument was the Tuckman (1991), Academic Procrastination Assessment Scale. The experimental group underwent 12 sessions of metacognitive skills training as a group. Data were analyzed using SPSS 23 software using multivariate analysis of covariance (MANCOVA). The results showed that the metacognition training program has an effect on the academic procrastination of students with learning disabilities. In this way, this program has led to an increase in individual effort and thus reduced academic procrastination (P<0.05). Metacognitive education through increasing students' awareness of personal strengths and weaknesses in the learning process as well as excellent student consultation in learning will reduce the feeling of disability and thus improve their self-esteem. These results have important implications for the prevention, pathology, and treatment of this disorder. Therefore, this strategy can be used to improve students' academic vitality.

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