فاعلية برنامج إرشادي معرفي وفق النظرية العقلانية الإنفعالية لألبيرت إليس في تنمية مهارات التفكير ما وراء المعرفي : دراسة تجريبية على طلبة جامعة الوادي
The study aims to identify the impact of the cognitive counseling program in developing metacognitive thinking skills for university students, some of its psychometric properties and the indicative program after controlling it. The application included a sample of (24) male and female students of the second year specializing in telecommunications at the College of Technology at the University of Martyr Hama Al-Akhdar University in the El Oued, and using the appropriate statistical methods for data processing the following results were reached: 1) The proposed cognitive extension program in developing metacognitive thinking skills among university students achieves high effectiveness. 2) There are statistically significant differences between the mean scores of the experimental and control group in the planning skill in favor of the experimental group in the post measurement. 3) There are statistically significant differences between the mean scores of the experimental and control group in the skill of observation in favor of the experimental group in the post measurement. 4) There are statistically significant differences between the mean scores of the experimental and control group in the assessment skill in favor of the experimental group in the post measurement. 5) There are no statistically significant differences between the mean scores of the experimental group in the post and follow-up measurements on the planning skill. 6) There are no statistically significant differences between the mean scores of the experimental group in the post and follow-up measurements on the skill of observation. 7) There are no statistically significant differences between the mean scores of the experimental group in the post and follow-up measurements on the evaluation skill. The discussion took place based on the theoretical framework of the study and the results obtained. (Author’s abstract)