E. Sadeghian; A. Khalili Sadrabad; H. Sepehr; A. Zandevanian
Abstract
This study was conducted to compare the components of meta-cognition in students with and without learning disorder in first grade middle school in the city of Yazd. The sample was ...
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This study was conducted to compare the components of meta-cognition in students with and without learning disorder in first grade middle school in the city of Yazd. The sample was 140 students (70 male and female students with learning disorders and 70 male and female students without learning disorder) who were selected randomly. In order to collect data was used from the list of researcher made and meta-cognition questionnaire Yildiz et al that was confirmed its validity by faculty Translator and its reliability by Cronbach's alpha. The data were analyzed using dependent t test. The results showed that the meta-cognition variable in the group without learning disorder is more than the group with learning disorder. In both meta-cognitive knowledge and skills, students without learning disorder had significantly higher level of the students with learning disorder, and as regards knowledge, there is more difference between the two groups. Based on research findings, it can be concluded that in the process of the treatment of learning disorder, should be more attention training of meta-cognitive knowledge compared with meta-cognitive skills.
