Document Type : Original Article


1 Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran

2 Department of Educational Sciences, Farhangian University, Iran

3 Department of Psychology, Ghaemshahr Branch, Islamic Azad University, Ghaemshahr, Iran


Cognitive strategies and also social self-efficacy are the most important learning tools that are essential and influential components of student performance. Considering this, the present study aims to investigate the effectiveness of cognitive style training on the improvement of learning and social self-efficacy among students of the Farhangian University of Mazandaran. The present research was quasi-experimental with pretest-posttest and control group design. For this purpose, 60 students were allocated to experimental and control groups during the year 2018-2019 using a random sampling method (30 control groups and 30 experimental groups), and they were asked to complete Smith and Betz’s (2000) 25-item Scale of Perceived Social Self-Efficacy (SPSSE) as a pretest. The experimental group received 10 ninety-minute sessions of cognitive strategy training. In the end, both groups answered the above questionnaire again. Mean, standard deviation, and analysis of covariance were used to analyze the data. The results indicated that Cognitive style training increased students’ learning and social self-efficacy significantly (P≥0/001). Considering the effectiveness of cognitive style training, it is suggested that utilizing this method improves students' academic status and increases social self-efficacy.