Payame Noor University Research in School and Virtual Learning 3060-6497 2 8 2015 05 22 Effectiveness of Metacognitive Techniques Training on Girl Students Self - Efficacy in High Schools of Isfahan City Effectiveness of Metacognitive Techniques Training on Girl Students Self - Efficacy in High Schools of Isfahan City 7 16 1824 FA Fazlolah Mirderikvand Saeideh Sabzian Hoshang Garavand Journal Article 2013 12 13 The purpose of this study was An investigation of the Effectiveness of metacognitive techniques training on girl students Self-efficacy in high schools of Isfahan city. Present study was performed by quasi-experimental method with pre-test - post-test and follow-up. The statistical population was all high school girl students in the school year 1391-1392 in Isfahan city that sample groups were randomly selected among them by cluster sampling method. measurement instruments in the study was demographic questionnaire and Sherer self-Efficacy Scale (SES) that performed after intervention the post – test, and follow up test was performed four months later. findings were analyzed by using descriptive and inferential statistical test and software SPSS-20. The results of covariance analysis showed that presenting intervention based on metacognitive techniques training cause increasing 71/2% of self-efficacy in post-test step and increasing 70/6% of This feature in follow up step (P≤005). Based on findings of this study can conclude that presenting intervention based on metacognitive techniques was effective in increasing self-efficacy; thus this study suggested using metacognitive techniques in order to increasing self-efficacy in students. The purpose of this study was An investigation of the Effectiveness of metacognitive techniques training on girl students Self-efficacy in high schools of Isfahan city. Present study was performed by quasi-experimental method with pre-test - post-test and follow-up. The statistical population was all high school girl students in the school year 1391-1392 in Isfahan city that sample groups were randomly selected among them by cluster sampling method. measurement instruments in the study was demographic questionnaire and Sherer self-Efficacy Scale (SES) that performed after intervention the post – test, and follow up test was performed four months later. findings were analyzed by using descriptive and inferential statistical test and software SPSS-20. The results of covariance analysis showed that presenting intervention based on metacognitive techniques training cause increasing 71/2% of self-efficacy in post-test step and increasing 70/6% of This feature in follow up step (P≤005). Based on findings of this study can conclude that presenting intervention based on metacognitive techniques was effective in increasing self-efficacy; thus this study suggested using metacognitive techniques in order to increasing self-efficacy in students. https://etl.journals.pnu.ac.ir/article_1824_b1007b5d3a394300a67ba01e532d2e66.pdf