The Effectiveness of Teaching Cognitive and Metacognitive Learning Strategies on Academic Engagement in the Social Context and Academic Self-Regulation in Social Interactions among Gifted High School Students

Abstract

This study aimed to determine the effectiveness of cognitive and metacognitive learning strategy training on academic engagement in the social context and academic self-regulation in social interactions among gifted high school students. This quasi-experimental study employed a pretest–posttest design with a control group. The statistical population consisted of all gifted upper-secondary school students in Isfahan during the 2024–2025 academic year. Using convenience sampling, 30 students with intelligence quotient scores above 120 were selected and randomly assigned to an experimental group (n=15) and a control group (n=15). Data were collected using the Bouffard et al. Academic Self-Regulation Questionnaire and the Reeve and Tseng Academic Engagement Questionnaire. The experimental group received eight 90-minute sessions of cognitive and metacognitive learning strategy training, delivered twice weekly, whereas the control group received no intervention. Data were analyzed using multivariate and univariate analyses of covariance (MANCOVA and ANCOVA). The multivariate analysis of covariance indicated a statistically significant difference between the experimental and control groups in the combined dependent variables after controlling for pretest scores (P<0.005). Subsequent univariate analyses demonstrated that cognitive and metacognitive learning strategy training significantly increased academic engagement in the social context (F=197.179, P<0.005, η²=0.45) and academic self-regulation in social interactions (F=146.860, P<0.005, η²=0.39). Thus, the intervention produced significant effects on both educational outcomes among gifted students. Cognitive and metacognitive learning strategy training appears to be an effective educational intervention for improving academic engagement in social contexts and academic self-regulation in social interactions among gifted high school students. By strengthening students’ abilities to plan, monitor, evaluate, and regulate their learning processes, such training may facilitate more active academic participation and more effective regulation of learning-related social interactions.