The Effect of a program Based on Meta Cognitive Thinking Strategies to Improve Academic Buoyancy and Reduce Cognitive Distortions among Students of the Faculty of Education

Document Type : Original Article

Author

Department of Educational Psychology Faculty of Education, Helwan University, Egypt

Abstract

The aim of the current research is to improve academic Buoyancy and reduce cognitive distortions among  Faculty of education students. The research was applied to students with high cognitive distortions from the kindergarten and psychology department for the academic year 2023/2024, their number is ( 76 ) students, and they were divided into an experimental group (39), and a control group (37). The research Instruments  are a program based on meta cognitive thinking strategies ( prepared by the Researcher), the Academic Buoyancy Scale (prepared by the Researcher), and the Cognitive Distortions Scale( prepared by the Researcher). The quasi-experimental approach was used, and after statistical treatment of the grades of the experimental and control groups, it was found that there was a statistically significant effect of the training program based on the Strategies of meta cognitive thinking in improving academic Buoyancy and reducing cognitive distortions, It was found that there were statistically significant differences (at the 0.01 level) between the average scores of the experimental and control groups in the post-measurement of the academic Buoyancy variable for the sub-dimensions and the total score in favor of the experimental group. It was also found that there were statistically significant differences (at the 0.01 level) between the average scores of the experimental and control groups in the post-measurement of the cognitive distortions variable for the sub-dimensions and the total score in favor of the experimental group. The research also found a statistically significant relation between academic advancement and its sub-dimensions and cognitive distortions and its sub-dimensions Except for Factor (the overgeneralization of cognitive distortions).

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References

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