أثر برنامج تدريبي مستند إلى نموذج برِسلِي لما وراء الذاكرة في تحسين المهارات اللغوية والفاعلية الذاتية لدى طلبة الصف الخامس الأساسي في الأردن
The study aimed to investigate the Effectiveness of a Training Program Based on Pressly Model For Metamemory to enhance language skills, Self-Efficacy for Fifth Grade Students in Jordan, this study adopted the experimental methodology and the semi-experimental method. A training program consisting of (22) meetings was developed. The Sample of the study consisted of (53) males and females. They were distributed randomly into two groups (the control group) consisted of (28) students and (the experimental group) consisted of (25) students, to achieve the goals of this study, language skills scale and self-efficacy scale were developed, their validity and reliability were verified. The results showed that there are statistically significant differences at the significance level (α=0.05) in the post-test on the language skills scale in favor of the experimental group due to the effect of the training program. and there are no statistically significant differences at the significance level (α=0.05) in the post-performance of the experimental group members on the language skills scale due to the interaction between gender and the training program, And there are no statistically significant differences at the significance level (α=0.05) between the performance averages of the experimental group in the post and follow-up tests on the language skills scale due to the continuity of the impact of the training program. and also the result showed that there are statistically significant differences at the significance level (α=0.05) in the post-test on the self-efficacy scale in favor of the experimental group due to the effect of the training program. and there are no statistically significant differences in the post-performance of the experimental group members on the self-efficacy scale due to the interaction between gender and the training program, and there are no statistically significant differences between the performance averages of the experimental group in both of post and follow-up tests on the self-efficacy scale due to the continuity of the effect of the training program. There are a set of recommendations of this study, most notably the need to include meta-memory strategies in the school curricula, and to hold training courses and workshops for their development among students. (Author's abstract)