فاعلية برنامج للتدريب على استراتيجيات ما وراء التعلم في تنمية الكفاءة الذاتية الأكاديمية وخفض التجول العقلي لدى طلاب كلية التربية
The research aimed to reveal the effectiveness of a training program on meta learning strategies in developing academic self-efficacy and reducing Mind wandering among a sample of College of Education students. The sample consisted of (70) male and female students in the second year of the Department of Psychology at the Faculty of Education, Damietta University. The sample was divided into two groups, one experimental and numbering (35) male and female students, and the other a control group, numbering (35) male and female students who were chosen randomly. The academic self-efficacy scale was applied to them. Prepared by the two researchers, to measure the thoughts and opinions formed by the learner about the various aspects of his abilities and skills that affect the effort expended to perform academic tasks and the degree of learning and achievement. The Mind wandering scale prepared by the two researchers was applied to measure the level of automatic shift in the student’s attention from the basic task to other internal thoughts. Or external, and these ideas may be related to the basic task or not, and a training program based on meta-learning strategies prepared by the two researchers was applied to the male and female students of the experimental group, while the control group did not receive any training. The two researchers used the “T” test to verify the validity of the research hypotheses. The research concluded that training on meta-learning strategies was effective in developing academic self-efficacy and reducing Mind wandering among students of the College of Education. The results of the research resulted in: 1) There are statistically significant differences between the average scores of the students in the experimental and control groups in the postmeasurement of academic self-efficacy in favor of the experimental group. 2) There are statistically significant differences between the average scores of the students in the experimental and control groups in the postmeasurement of Mind wandering in favor of the control group. 3) The presence of statistically significant differences between the averages scores the pre- and post-measurements of academic self-efficacy among the students of the experimental group are in favor of the postmeasurement. 4) There are statistically significant differences between the average scores of the two pre- and post-measurements of Mind wandering among the students of the experimental group in favor of the pre-measurement. (Published abstract)