The Effectiveness of Chess Curriculum on Cognitive and Metacognitive Skills of Students with Academic Procrastination

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, Tehran, Iran Email: r.saberi@cfu.ac.ir

2 teacher of kerman

3 Department of physical education, Farhangian University, Tehran, Iran(Corresponding Author)

10.22034/ise.2025.17991.1174

Abstract

Objective: The present study aimed to investigate the effectiveness of a chess curriculum on the cognitive and metacognitive skills of students with academic procrastination. Method: The research method was quasi-experimental, and the statistical population included sixth-grade male and female students in District 2 of Kerman city during the 2023-2024 academic year. The sampling method was cluster random sampling, through which 72 procrastinating students were selected and divided into a control group (36 students) and an experimental group (36 students). Data were collected using Savari's Procrastination Questionnaire (2011), Nejati's Cognitive Skills Questionnaire (2013), and Mokhtari and Richard's Metacognitive Skills Questionnaire (2002). Findings: The findings indicated that the chess curriculum significantly improved cognitive skills such as memory, selective attention, inhibitory control, decision-making, planning, sustained attention, social cognition, and cognitive flexibility (P < 0.001). Additionally, chess training significantly enhanced metacognitive skills, including general reading strategies, problem-solving, and supportive reading strategies (P < 0.001). Conclusion: Based on the findings, it can be concluded that chess training can strengthen students' cognitive and metacognitive skills, and this outcome should be considered by curriculum plan.

Keywords

Interdisciplinary Studies in Education
Volume 4, Issue 2 - Serial Number 11
September 2025
Pages 59-80

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