Studying the Effects of Teaching Cognitive and Metacognitive Strategies on Self-regulation Learning and Test Anxiety of Orphan Girl Students

Abstract The research was performed aiming at studying the effects of teaching cognitive and meta cognitive strategies on self-regulation learning of girl students in orphanage centers and at guidance school level. The sample included 20 girl students living in residential centers supervised by Tehran Welfare Organization; 10 of which were assigned in experimental group and 10 in control group. The standardized motivational strategies questionnaire (MSLQ), was administered as pre-test and post-test to collect data. In this process, after the experimental group took the pre-test, they were assigned in an 8-session course in which they learned cognitive and meta cognitive strategies and then the post-test was administered for both experimental and control groups and their scores were compared by T-test. The results showed that: There's no significant difference between the self-regulated learning of orphan girl students who took the cognitive and meta cognitive learning course and that of those who didn’t take the course. There's no significant difference between the test anxiety of the orphan girl students who took the cognitive and meta cognitive learning course and that of those who didn’t take the course. There's no significant difference in applying the cognitive strategies by the orphan girl students who took the cognitive and meta cognitive learning course and those who didn’t take the course. There's no significant difference in applying the meta cognitive strategies by the orphan girl students who took the cognitive and meta cognitive learning course and those who didn’t take the course.