Payame Noor University Research in School and Virtual Learning 3060-6497 11 4 2024 04 20 The Effectiveness of Metacognitive Strategies on Concentration Skills and Academic Hope in Students with Low Academic Motivation The Effectiveness of Metacognitive Strategies on Concentration Skills and Academic Hope in Students with Low Academic Motivation 55 70 10863 10.30473/etl.2024.69658.4108 FA Abolghasem Yaghoobi Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran Masoomeh Azizi M.Sc. Educational Psychology, Faculty of Economics and Social Sciences, Bo Ali Sina University, Hamadan, Iran Afshin Afzali Assistant Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran Taherh Haghtalab Assistant Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran Journal Article 2023 11 07 The current study aimed to examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical population consisted of all female students in the first year of secondary school in the academic year 2022-2023 in the city of Hamedan. Forty students with low academic motivation selected for sample selection by sampling method and randomly placed in two groups: the test group (20 students) and the control group (20 students). After grouping and conducting the pre-test, the test group presented with 10 sessions of training in metacognitive strategies. Then post-tests conducted for both groups. The data collection tools included the Academic Motivation Questionnaire of Wallerand et al. (1992), Questionnaire on the Skill of Concentration of Savari and Orkei (2015) and The Questionnaire of the Academic Hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis using SPSS27 software employed for data analysis. The findings indicated that teaching metacognitive strategies had a significant positive and meaningful impact on students with low academic motivation (p < 0/01). Therefore, it can concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and these factors together increase their academic motivation. Accordingly, it suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes.  The current study aimed to examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical population consisted of all female students in the first year of secondary school in the academic year 2022-2023 in the city of Hamedan. Forty students with low academic motivation selected for sample selection by sampling method and randomly placed in two groups: the test group (20 students) and the control group (20 students). After grouping and conducting the pre-test, the test group presented with 10 sessions of training in metacognitive strategies. Then post-tests conducted for both groups. The data collection tools included the Academic Motivation Questionnaire of Wallerand et al. (1992), Questionnaire on the Skill of Concentration of Savari and Orkei (2015) and The Questionnaire of the Academic Hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis using SPSS27 software employed for data analysis. The findings indicated that teaching metacognitive strategies had a significant positive and meaningful impact on students with low academic motivation (p < 0/01). Therefore, it can concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and these factors together increase their academic motivation. Accordingly, it suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes.  https://etl.journals.pnu.ac.ir/article_10863_6a714790cca2831e8f813c6ce8f87376.pdf