The effectiveness of metacognitive strategies on educational self-esteem, perceived competency and mental health in gifted girl in Karaj

The purpose of this study was to investigate the effectiveness of teaching metacognitive strategies on self-esteem, perceived competency and mental health of gifted girls of middle school students. The research method was quasi-experimental and pre-test and post-test design with two groups. The statistical population of this study was 1172 high school students In the Karaj city in the academic year of 2016-17. 32 of them were randomly selected in the group. The instruments used in this study were SEI, SPPC & GHQ. At first, three tests accomplished with samples. Then the metacognitive strategies were learned to the experimental group for 60 minutes in 6 sessions. After that, both group members accomplished post-test and after 30 days, follow up was taken. The data from pre-test, post-test and follow up were analyzed using covariance analysis. The findings of this study showed that teaching metacognitive strategies were effective on increasing self-esteem, perceived competency and improving mental health (P<0.05).