Investigation of The effect of Instruction of Strategies and Metacognitive Knowledge on Coping and Academic Stress
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Abstract
The main object of the study was to investigate the effects of strategies and meta cognitive knowledge training on stress styles and academic stress of students. The Method was a Semi-experimental one, using multi-stage cluster sampling. Two classes were selected from high schools in different high scools in Mahabad city. The selected students were assigned to experimental and control groups (19 students in experimental group and, 18 students a control group). Measurement tools were used to assess stressful situation and academic stress Student – Life Stress Inventory (SLSI) and Coping Inventory for Stress full Situations (CISS). Data was analyzed by multivariate and univariate covariance. The results showed that the learning strategies and cognitive knowledge significantly influenced style of stress, academic stress (frustration, conflicts, pressures, self-imposed stress) and student reactions (physiologic, emotional, cognitive, and behavioral).
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