Studying the Effects of Teaching Cognitive and Metacognitive Strategies on Self-efficacy and Goal-selecting of Orphan Girl Students

Abstract The research was performed aiming at studying the effects of teaching cognitive and metacognitive strategies to the 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 the Tehran Welfare Organization; 10 of which were assigned in the experimental group and 10 in the 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 a significant difference between the self-efficacy of the orphan girl students who took the learning cognitive and metacognitive strategies and those who didn’t take the course. There's a significant difference between the goal -selecting of the orphan girl students who took the learning cognitive and metacognitive strategies and those who didn’t take the course.