Investigating the effect of teaching selfreguleted-metacognitive strategies on resilience components (with intractive role academic Self-Concep)

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 self-reguleted 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 semi- experimental 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.