عنوان مقاله [English]
The purpose of this research was to investigaite effectiveness of self-regulated metacognitive strategies education on negative academic emotions of secondary school students. This research was an expanded quasi-experimental design with pretest-posttest with the control group. The population of this study was secondary school students of Tabriz. The statistical sample of this study included 60 students with high negative emotions were selected for preliminary study, screening and using multi-stage cluster sampling. Using semi- experimental design, They were assigned a target- replacement to an experimental group and control group. To collect data of AEQ (pekrun & et.all, 2005). And to analyze the them, was used multivariate covariance analysis. The results showed that the training of self regulated meta cognitive strategies included decreased and improved was used the negative academic emotions. This research has implications for teachers, trainers and school counselors that can use the results to improve students' progress and reduce 'negative emotion nal academic.
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