Development of a Metacognitive Skills Training Program and Its Effectiveness on Emotional Resilience and Academic Self-Efficacy in Students with Attention-Deficit/Hyperactivity Disorder

Abstract

The present study aimed to develop a metacognitive skills training program and examine its effectiveness on emotional resilience and academic self-efficacy in students with Attention-Deficit/Hyperactivity Disorder. This study employed a mixed-method approach with a quasi-experimental pretest–posttest control group design. The statistical population consisted of male students aged 12 to 14 years diagnosed with Attention-Deficit/Hyperactivity Disorder in Tehran, from whom 30 participants were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group participated in 10 sessions of metacognitive skills training (45–60 minutes each), while the control group received no intervention. Data were collected using standardized questionnaires of emotional resilience and academic self-efficacy and analyzed using multivariate and univariate analysis of covariance in SPSS-26. The results of multivariate analysis of covariance indicated a significant effect of the intervention on emotional resilience (Pillai’s Trace=0.791, F=19.901, p<0.001, η²=0.791) and academic self-efficacy (Pillai’s Trace=0.769, F=25.487, p<0.001, η²=0.769). Furthermore, univariate ANCOVA results revealed significant differences between the groups in all components of emotional resilience and academic self-efficacy at p<0.01. The metacognitive skills training program significantly improved emotional resilience and academic self-efficacy in students with Attention-Deficit/Hyperactivity Disorder and can be considered an effective educational intervention.