Introduction: The present study was conducted with the aim at determining the interactive effecttiveness of selfregulatedMetacognitive Strategies and academic self-concept on educational resilience and positive academic emotions of secondary school students. Method: The design of this semiexperimental research was pre-test and post-test with control group. The population of this study was Tabriz secondary school students. The statistical sample of this study was 60 students who were selected through a pilot study and a multi-stage cluster sampling. They then were assigned into two experimental and control groups by using a targeted substitution method. The experimental group participated in the training sessions for selfregulated-Metacognitive Strategies for 12 sessions and the control group did not receive any interventions. Results: the training of Metacognitive self-directed Strategies led to significant improvement in the experimental group compared to control group in academic resilence and positive emotion, and also the interactive effect of teaching selfregulatedMetacognitive Strategies and self-concept on all components of academic resilience and positive emotional were significant. Conclusion: academic resilience and positive emotions can be increased by training Metacognitive selfregulation Strategies, as well as paying attention to the interactive and moderating role of self-concept. This research has implications for managers, teachers and school advisers who can use their results to improve student progress.

Many studies have been carried out on the positive impact of Metacognitive Strategies on improving the comprehension of students. But whether teaching Metacognitive Strategies is effective on Metacognitive knowledge and awareness of distance education students is unknown. Aim of this study was to investigate the effects of Metacognitive Strategies of SQP4R (1387) on Metacognitive Awareness in students of Payame Noor University. The research design of the study was Pretest-Posttest Randomized Group Design. To accomplish the stated aims, 30 students (15 male, 15 female) from Payame Noor University were chosen by Multistage Cluster Sampling method in the city of Hamedan. The instrument used in this study included Metacognitive Awareness Reading Strategies Inventory (MARSI) Mokhtari, K. & Reichard, C. A. (2002). To analyze the data, multivariate analysis of covariance (MANCOVA) has been used. The results showed significant positive effectiveness of Metacognitive Strategies of SQP4R in increasing Metacognitive Awareness of the experiment group (p<0. 05). In other words, Metacognitive Awareness of the experiment group increased significantly in post-test compared to pre-test and control group and they displayed an increase in the level of knowledge in all fields.

Purpose: The purpose of the present research was to determine the effect of social-emotional skills training on motivational beliefs and Self-regulated learning Strategies in students with specific learning disorder. Method: This study is a quasi-experimental with pre-test/post-test and a control group. The sample of consisted of 26 elementary school students with specific learning disorder in Rasht city in the school year 2016-2017 that were selected by available sampling method and assigned to two experimental and control groups. To collect the data, Motivational Beliefs and Self-regulated Learning Strategies Questionnaire were used before and after training. The 12 sessions of social-emotional skills training were implemented for experimental group. Results: The results of multivariate analysis of covariance showed that this training were significantly improve motivational beliefs and Self-regulated learning Strategies in students with specific learning disorder (P<0. 001). Conclusion: According to the findings of the research, social-emotional skills training as a technique can be effective in improving Metacognitive beliefs and motivations of these children.

In order to study the effectiveness of Metacognitive Strategies' instruction on students, a program was designed. The main feature of this program is its emphasis on awareness in the learning process, which helps the students identify, choose aim, conduct and monitor their learning process. The participants were 90 1st grade highschool male students. Subjects were devided in 3 equal groups. The experimental group received Metacognitive instruction in 500 minutes. For measuring student's comprehension two tests - one for pretest and one for post-test- were designed with a similar difficulty. Each test consisted of 3 parts (biology, literature and text correction). The scores of pre-test and post-test in all groups were analyzed by repeated measurement ANOVAS. The analysis showed significant difference. The experimental group's scores were increased in the post-test, while the control group's mean scores was decreased in the post-test. This difference between the pre-test and the post-test showed that Metacognitive Strategies improve students' comprehension.

Introduction: Since todays education is increasingly student-centred, the individual and social characteristics of students, including the academic resilance of academic self – concept and meta cognitive self regulation, have been increasingly considered in the educational process. Aim: The present study was conducted to determine the effectiveness of teaching selfreguleted Metacognitive Strategies on resilience components. (with intractive role Academic Self-Concep) of secondary school students in Tabriz. Method: The research was carried out using a semi-expermental design with pretest and post-testdesign with control group. For this purpose, 60 students with high and under Academic Self-Concep were selected through preliminary study and screening. In a semiexperimental design, they were assigned to two experi-mental and control groups. The collect information of Academic self-concept questionnaire (liu & vang, 2005) and Academic resilience questionnaire (Samuels & Woo, 2009) and to analyze the data, factor multivariate covariance analysis was used. Results: The results showed that the training of self-reguleted Metacognitive Strategies the components of has increased the Academic resilience of the academic. And self concept has played a moderating role in Academic resilienc. Conclusion: Based on the result, it can be said hat by teaching the Metacognitive self regulated Strategies in their intraction whit the academic self concept, programs can be developed to im prove the Academic resilience. this research has implications for teachers, trainers and school counselors that can use their results to improve students' progress.