Metacognitive Group Research Articles

Collaborative online learning in higher education—quality of digital interaction and associations with individual and group-related factors

Collaborative online learning became a necessity for universities during the COVID-19 pandemic. Even though it is known from research that online collaboration is an effective way of learning, digital interaction can be challenging for learners. Group members have to create a high-quality interaction to ensure the success of the collaborative learning process. Based on a theoretical model of collaborative learning, high-quality interaction can be determined with regard to cognitive group activities (prior knowledge activation, transactivity), meta-cognitive group activities (organization of the work process), and relational group activities (group climate, participation and task-related communication). Our study aims to examine how students manage a self-directed collaborative learning setting, how they perceive the process quality of digital interaction and how the interaction quality is related to self-reported outcomes (learning gain and satisfaction). We use a newly developed questionnaire to assess the quality of digital interaction in terms of the aforementioned dimensions. Furthermore, we focus on associations with the beliefs about web-based learning and the ability of perspective-taking at the individual level as well as the sense of community at the group level. We conducted a quantitative study within online university courses that were implemented asynchronously due to the COVID-19 pandemic. N = 298 undergraduate students in teacher education rated the quality of a digital collaborative learning settings (response rate of 72%). The students worked on collaborative tasks autonomously without any guidance from the teacher. We find differences between (meta-)cognitive and relational factors of interaction quality, and differences in the strength of the associations with outcomes and individual and group-related factors. Our study provides insights into students´ collaborative online learning and examines the relationships between different dimensions of group interaction quality and the input and outcome variables. Limitations and areas for further research are discussed.

Effectiveness of a Meta-Cognitive Group Intervention for Older Adults with Subjective Cognitive Decline or Mild Cognitive Impairment: The ASPIRE Randomized Controlled Trial

BackgroundSubjective cognitive decline (SCD) and mild cognitive impairment (MCI) can lead to functional and cognitive decline, increasing dementia risk. There is a pressing need for interventions that prevent this deterioration. The ASPIRE (Adult Strategies Put Into Real-world Environments) intervention was developed to improve performance of daily activities.ObjectivesThe primary objective was to determine whether ASPIRE was more effective than a Brain Education control intervention in improving performance and satisfaction with daily life activities that were not specifically trained in the intervention. Secondary objectives were to explore: 1) whether ASPIRE was more effective in improving self-reported health and quality of life, and performance on cognitive tests; and 2) maintenance of change over six-months.DesignDouble-blind, two-armed, parallel randomized controlled trial, with a six-month follow-up period.SettingCommunity based, Greater Toronto Area.ParticipantsTwo-hundred sixty-four older adults (aged 70.8 ± 6.6 years) with SCD or MCI, randomized to ASPIRE (n=131) or a Brain Education active control arm (n= 133).InterventionASPIRE is a 10-week meta-cognitive group intervention focusing on strategy acquisition and application to improve performance of individualized daily activity identified by each participant as important. It involves setting goals, creating tailored plans, and iteratively modifying these plans with support from the group members and facilitator.MeasurementsPerformance of and satisfaction with daily activities was rated on a 10-point Likert scale using the Canadian Occupational Performance Measure (COPM). Secondary outcome were subjective cognition, depression, anxiety, self-efficacy, quality of life, and cognitive tests of memory and executive functions.ResultsPost-intervention, clinically significant improvement of untrained activities (two points or more on the COPM) was found in 32.5% in ASPIRE; and 30.6% in the control arm, with no significant between group differences (Performance: (exp(β̂) =0.96, z=−0.15, p=.879); Satisfaction: (exp(β̂) =0.94, z=−0.29, p=.775). The improvements remained stable over six months in both arms. No significant group effects were found on the secondary outcomes, but improvements were found on subjective cognition and self-efficacy in both arms post intervention.ConclusionBoth a meta-cognitive strategy approach and an adult learning activity resulted in positive changes in subjective cognition, self efficacy, and, to a certain extent, engagement in daily activities.

Metacognition in General Science to Improve the Academic Performance of Students

This study explored the impact of metacognition on academic performance in general science among 90 students at General Mariano Alvarez Technical High School in Barangay Poblacion 1, General Mariano Alvarez, Cavite. Utilizing an experimental design, a pre-test and post-test were administered to both control (traditional) and experimental (metacognition) groups. The sample predominantly comprised 14-year-old males. Initial results showed low performance levels in both groups. However, post-test results indicated a significant improvement, with the traditional group showing high performance and the metacognition group exhibiting very high performance. Statistical analysis revealed a significant difference between pre-test and post-test scores within both groups, highlighting the effectiveness of the metacognitive intervention. The findings suggest that students in the metacognition group outperformed their peers in the traditional group, demonstrating the substantial benefit of metacognitive strategies in enhancing academic performance.

Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms.

Preparing for exams in introductory biology classrooms is a complex metacognitive task. Focusing on lower achieving students (those with entering ACT scores below the median at our institution), we compared the effect of two different assignments distributed ahead of exams by dividing classes in half to receive either terms to define or open-ended metacognitive questions. Completing metacognitive assignments resulted in moderately higher exam scores for students on the second and third exams. Metacognitive assignments also improved accuracy (difference between predicted and actual exam scores) for the second and third exam in lower ACT students, but that improvement was driven largely by higher exam scores in the metacognitive group. Thus, despite the fact that the metacognitive assignments specifically asked students to reflect on their previous exam performance, their previous estimates and predict how well they expected to perform on the exam they were preparing for, there was little evidence that these assignments influenced lower achieving students' confidence levels any more than assignments where students defined terms. While understanding relevant terms was certainly important in this course, these results highlight that open-ended metacognitive prompts may improve exam scores in some students in introductory biology classrooms.

‘What makes you say so?’ Metacognition improves the sustained learning of inferential reading skills in English as a second language

PurposeThis quasi-experimental study investigates the impact of enhancing metacognition in learning inferential reading skills in English as a second language. ProceduresSix Grade 4 classes were randomly assigned to two groups. The “Control group” received an instructional unit on inferential reading skills. The “Metacognition group” received the same unit, including metacognitive activities. Students were assessed in metacognitive and inferential reading skills before (pre-test), immediately after (post-test) and four weeks after the intervention (deferred test). FindingsMetacognitive strategy instruction enhanced student learning of inferential reading skills and its sustainability in time. The Metacognition group attained a significantly higher average score in deploying metacognitive skills both in the post and deferred tests, indicating that the intervention was effective, as intended, to this end. While both groups significantly improved their proficiency in inferential reading skills after working with the provided instructional unit, there was a significant difference in the Metacognition group, which outperformed the Control one, even more strongly in the deferred test. ConclusionsFindings support the importance of deliberately promoting metacognition as it positively impacts learning outcomes and sustainability.

Effectiveness of group metacognitive therapy on recovery indicators in Muslim female drug abusers: Evidence from Afghanistan

Objective: Substance abuse is associated with a plethora of issues and harmful outcomes. It contributes to antisocial behavior and psychological disorders. The present study evaluated the effectiveness of metacognitive group therapy (MCGT) on recovery indicators in Muslim female drug abusers in the Herat Province of Afghanistan.Methods: In this study, Muslim female drug abusers (N=30, mean age 38.15 years, 100% female, 100% Afghan) were randomized to group metacognitive therapy (MCGT) or treatment as usual (TAU). The MCT group received six sessions of MCT in addition to conventional treatment. The TAU group received only conventional treatment. All participants completed a demographic questionnaire and Metacognition Questionnaire, Beck Anxiety Inventory, Beck Depression Inventory-II, Drug Use Evaluation Questionnaire, Personal Concerns Inventory, Motivational Structure Questionnaire, and Situational Confidence Questionnaire (SCQ). Data were collected at baseline and at the 3-month follow-up sessions. Results: Compared with TAU, MCT reduced anxiety, depression, drug use evaluation, and personal concerns, as well as improved motivational structure, situational confidence, and metacognitive beliefs. Conclusions: It seems that MCT may be an essential addition to methadone maintenance therapy.This study strongly suggests that MCT is an effective treatment for improving Muslim drug abusers’ recovery indicators, but only in cases of mild to moderate severity. For persons with severe substance abuse, additional treatment may be necessary.

Evaluating the effects of the analogical learning approach on eighth graders’ learning outcomes: the role of metacognition

Teaching with analogies is an important pedagogy that helps learners construct abstract conceptions through reasoning with something familiar. Heat concepts were chosen for this study because they have an intangible nature and involve complex mechanisms that often challenge school-aged learners. Learning this kind of complex concept with analogies involves complicated mental processes that could demand learners’ metacognitive abilities; yet, to date, the influence of metacognition has been left unexamined. This study therefore investigated how metacognition differentially affected adolescents’ processes and outcomes of analogical learning about abstract heat concepts. Eighty-three eighth graders participated in the study and attended two units of Teaching-With-Analogies on specific heat and heat transfer. This study adopted a mixed-method approach along with within-group comparisons. Among them, eight individuals from each of the high-, moderate- and low-metacognitive groups were interviewed to explore the utilized metacognitive activities and their relation with the ability to reason with analogies. The quantitative findings revealed that analogies benefited the moderate metacognitive learners, and yet did not alter the conceptual understanding of the high and low metacognitive cohorts. A unique explanatory power of metacognition was also observed on the learners’ post conceptual understanding, in addition to on their prior knowledge. Verbal process data illustrated that metacognitive abilities substantially influenced every stage of solving heat problems with analogies. The differential outcomes of the analogical learning approach were explained by in-depth case analyses considering the use of prior knowledge and the absence of metacognition during analogical reasoning. Metacognitive characteristics of the dynamic analogy-inferring process for different metacognitive groups were synthesized. The associated implications for the analogical learning approach and accommodations for adolescents of different levels of metacognition are also discussed.

The Comparison of Metacognitive Group Intervention and Group Acceptance-Based Behavioral Therapy on Competitive Aggression of Anxious Professional Soccer Athletes in Tehran

The aim of present study was comparison of metacognitive group intervention and group acceptance based behavioral therapy on competitive aggression of anxious professional soccer players in U-19 league in Tehran. Participants in this study were 60 professional soccer players who were occupied in professional soccer leagues in Tehran. These participants were entered into the assessment stage and after obtaining informed consent, they randomly assigned in one of the three experiment groups MCT MAC, WL. The participants completed the Sport Aggression Styles Inventory in pre-test, post-test and 3 months follow-up stages. The results of present study demonstrate that MCT and MAC can make some changes in aggression styles of anxious soccer players. MCT have been affecting on passive-aggressive and somatic aggression styles. In addition, MAC have been affecting on sadistic and masochistic aggression styles. According to these findings, it would ensure that soccer players affected by anxiety and aggression-related problems get the opportunity to gain advantages from such third wave’s interventions.

The Effect of Explicit Training of Metacognitive Reading Strategies on Online Reading Comprehension

Few studies have investigated the detailed procedure of systematically delivering and teaching metacognitive strategies in higher education. This study investigates whether explicit training in metacognitive strategies could improve undergraduates’ online reading comprehension over the pandemic. The results of this study contribute to teacher education programs to teach and apply regularly metacognitive reading strategies. In a quasi-experimental design, the experimental group and control group underwent 14 sessions of training. Semi-structured interviews and a Metacognitive Reading Awareness Strategy Assessment were conducted among experimental students. The data were collected using the reading test, Metacognitive Reading Awareness Strategy inventory, and semi-structured interviews in Malaysia. The results of Repeated Measure ANOVA showed the mean scores of students in the metacognitive group were significantly higher than the mean score of the students in the conventional reading group (F= 1.3,82.3) = 215.973. p <0.001). The results of the Metacognitive Reading Awareness Strategy Assessment showed that students had more awareness of global reading strategies (M= 3.511), followed by supporting reading strategies (M=3.468) and problem-solving strategies (M= 3.427). The thematic analysis result supported that students were moderate users of planning and monitoring strategies while evaluative ones were less frequent. The results also revealed that students perceived that lack of vocabulary knowledge, heavy dependence on their teachers, and lack of strategy training were the main causes of their reading difficulties. The findings implied that EFL teachers should introduce metacognitive reading strategies through appropriate and systematic instructions to enable the students to implement them in their academic reading.

The effectiveness of metacognitive group counseling on internet addiction and academic procrastination of students

Introduction: Internet addiction and academic procrastination dangerous consequences and a high prevalence among adolescents and students. Aim: This study aimed to investigate the effectiveness of metacognitive group counseling on internet addiction and academic procrastination of students. Method: This quasi-experimental study had a control-group, pretest-posttest, two-month followup design. The statistical population consisted of all male high school students in Takestan, Iran, in the academic year of 2020-2021. A total of 30 people were randomly selected and divided into two experimental (n=15) and control (n=15) groups. Data were collected using the Questionnaires of Academic Procrastination (Solomon and Rathblum, 1984) and Internet Addiction (Young, 1996). The experimental group received metacognitive group counseling. data were analyzed using multivariate analysis of covariance and repeated measures ANOVA in SPSS-26. Results: The results of analysis of covariance showed a significant difference between the experimental and control groups in reducing internet addiction (η2=0.36, P<0.01, F=14.63) and academic procrastination (η2=0.37, P<0.01, F=15.34). The results of repeated measures ANOVA showed the persistent effectiveness of metacognitive therapy in reducing internet addiction and academic procrastination in the long run. Conclusion: Based on the present findings, metacognitive group counseling was effective in reducing the students educational procrastination and internet addiction. It is suggested to consider metacognitive group counseling sessions for students in school activities to improve their academic progress and reduce their internet addiction.

The Effect of Teaching Metacognitive Reading Strategies on the Critical Thinking Skills of Undergraduate Students

Metacognitive strategies have been investigated as facilitating tools for students’ reading comprehension. No studies have investigated the effect of systematic teaching of metacognitive reading strategies on students’ critical thinking skills. The present quasi-experimental study examined the effect of explicit metacognitive strategy instruction and critical thinking skills of ESL international freshman university students. Data were collected from two homogeneous 25-member groups of experimental and control learners randomly assigned to these groups. The experimental group and control group underwent 14 sessions of training. The results related to critical thinking tests revealed the mean scores of students in the metacognitive group were significantly higher than the mean score of the students in the conventional reading group (F= 1.3,82.3) = 215.973. p 0.001). Another interesting finding is that teaching metacognitive reading strategies significantly improved students’ induction (14.72) and credibility (14.30) skills. The findings provide insights for integrating metacognitive reading strategies and critical thinking skills in higher education contexts.

Enhancing Goal Management Training with Attention Drill Training

<h3>Research Objectives</h3> To investigate whether Goal Management Training (GMT) combined with attention drill training improves executive function over GMT alone. <h3>Design</h3> Quasi-experimental two group comparison, before and after. <h3>Setting</h3> Veterans' Administration Outpatient Rehabilitation. <h3>Participants</h3> Veterans with blast-related mild Traumatic Brain Injury (mTBI) previously enrolled to GMT only treatment (n=7) were compared to Veterans with blast-related mTBI treated with GMT plus attention drill training (n=8). <h3>Interventions</h3> GMT is a metacognitive group intervention, presented in 10-weekly, 2-hour PowerPoint interactive sessions. GMT combined with attention drill training included GMT with 10 additional, 2-hour sessions employing three different types of additional attention training: (1) Attention Process Training version-III; (2) use of a Smartphone application called the Veterans' Task Manager to set functional attention goals in a naturalistic setting; and (3) Brain HQ attention tasks 2-3 hours per week. <h3>Main Outcome Measures</h3> Executive Composite Score of the National Institutes of Health Executive Abilities: Measures and Instruments for Neurobehavioral Evaluation and Research (NIH EXAMINER). <h3>Results</h3> GMT alone did not result in a significant pre-/post treatment improvement (p=0.44: effect size 0.12) according to the NIH EXAMINER Executive Composite Score. However, GMT plus attention drill training resulted in a significant improvement with a large Cohen's d effect size (p=.006; effect size = 2.23) and had a significantly greater improvement than GMT alone (p=.01). <h3>Conclusions</h3> The addition of attention drill training to GMT significantly improved overall executive function over GMT alone. In a meta-analysis of GMT, effect size was related to the number of sessions (Strenova, 2019), supporting our large effect size findings with the addition of attention training sessions to GMT. A randomized control study is needed to determine whether GMT plus attention drill training improves functioning over GMT alone. <h3>Author(s) Disclosures</h3> The authors have no conflicts to declare.

Turkish Adaptation of the Group Metacognitive Scale: Metacognition in Online Collaborative Group Activity

Group Metacognition Scale (GMS) developed by Biasutti and Frate (2018) was adapted into Turkish in this study. The original scale was a 20-item, 4-factor self-report scale measuring students' metacognitive group skills and addressing what generally happened in their group during online collaborative activities. The study was conducted with 208 university students who performed group activities and tasks in online collaborative learning environments. Purposive and convenient sampling method was used in the selection of the participants. According to the confirmatory factor analysis performed in the study, it was found that the fit indices indicated an acceptable fit of the data. It was seen that the factor loadings of the items in the scale vary between 0.51 and 0.82. Cronbach's alpha values for the factors in the scale were calculated as knowledge of cognition, 0.851, planning 0.851, monitoring 0.787 and evaluating 0.845. In this study, the differentiation status of group metacognition scores according to gender and perception of achievement was also examined. The subscales and total score mean of the group metacognition scale of the participants showed a significant difference according to gender and perception of achievement. Suggestions were made within the framework of the findings.

Metacognition in mathematical modeling: the connection between metacognitive individual strategies, metacognitive group strategies and modeling competencies

ABSTRACT There are several conceptualizations of modeling competencies, including among others on the one hand so-called sub-competencies, which are required to progress from one step of a modeling process to the next, and metacognitive individual and group strategies. However, the relationship between metacognitive strategies and modeling sub-competencies remains unclear, as does the influence of metacognitive strategies on the development of modeling competencies. The current paper presents the results of a study conducted with 170 students in grades nine and ten. This intervention study concerns the relationships between metacognitive strategies and the development of these strategies and modeling sub-competencies over the course of the study. The results illustrate that metacognitive individual strategies are highly correlated with each other, and metacognitive group strategies are highly correlated with each other, but metacognitive individual strategies are not correlated with metacognitive group strategies. Analysis of the development of metacognitive strategies and modeling sub-competencies within the intervention study reveals that not all of these developed as expected. Additionally, the factors of metacognitive strategies that were measured within the study allow for limited conclusions about the development of students’ modeling sub-competencies. These results have implications for further research.

VIETNAMESE ENGLISH-MAJORED STUDENTS’ USE OF LISTENING STRATEGIES

The crucial role of listening skill in language learning has been well acknowledged, yet attention to this skill remains modest. Numerous studies investigating learners’ listening performance have identified listening strategies as a key factor contributing to the success of effective listeners. This study, using a Likert-scale questionnaire, examined the listening strategies employed by 81 Vietnamese English-majored students, who were divided into two groups - effective and less effective listeners based on an IELTS proficiency test. Findings showed that listening strategies were used at a relatively high level with the metacognitive group employed most frequently compared to cognitive and socio-affective strategies. Lowering anxiety, predicting and planning, resourcing, repetition, and cooperation were found most commonly employed individual strategies. Although no significant differences were found between the groups’ use of the three overarching strategy categories, several discrepancies were identified concerning their use of individual strategies, which provides important implications for listening pedagogical adjustments in this particular context.&#x0D; &#x0D; &lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0852/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The effectiveness of metacognitive training on impairments in social cognition in patients with schizophrenia: mental health nursing practice in a community mental health center

Background Social cognition is an independent structure from the positive symptoms of schizophrenia and contributes to negative symptoms, neurocognitive impairment, and social functioning. Aim To examine the effectiveness of the metacognitive training intervention on social cognition in people with schizophrenia. Design This study was conducted as a randomized quasi-experimental (pre-test/post-test and follow-up) design with a control group. Methods Thirty-nine patients with schizophrenia were enrolled and randomly assigned to either the control group (n = 19) or the metacognitive training group (n = 20). A 10-week metacognitive training program was offered to the intervention group. The study involved a pre-test/post-test design with a 3-month follow-up assessment. The primary outcome was social cognition, as measured by the Facial Emotion Discrimination/Identification Tests, Reading the Mind in the Eyes Test, and Attributional Style Questionnaire. The secondary outcome was measured by the metacognitive training subjective efficacy form. Results Completion at follow-up was high (92.3%). The results show that the changes over time in the False Belief Task 1st level, Attributional Style Questionnaire negative events global-specific dimension, and positive events stable-unstable dimension mean scores, time interaction, were statistically significant. Metacognitive Training was efficacious on the theory of mind and in performing more functional attributions. Patients in the intervention group showed high-level positive feedback. Conclusion Metacognitive Training applied by psychiatric and mental health nurses demonstrated a user and practitioner-friendly, safe and effective program on social cognition. Also, the social and cultural feasibility and effectiveness of the Metacognitive Training program were shown for the first time in a Turkish population.

The Comparison of the Effectiveness of Wells Metacognitive Group Training and Cognitive and Behavioral Stress Management on Educational Negligence of Female Students

The Comparison of the Effectiveness of Wells Metacognitive Group Training and Cognitive and Behavioral Stress Management on Educational Negligence of Female Students

Metacognitive Training for Obsessive-Compulsive Disorder: A randomized controlled trial

ObjectiveLess than half of help-seeking individuals with obsessive-compulsive disorder (OCD) receive evidence-based treatment recommended by guidelines. Metacognitive Group Training for OCD (MCT-OCD) aims to fill the treatment gap, until evidence-based treatment is available as it is easy to administer even by less trained personnel and highly standardized, which facilitates preparation and thus, dissemination. MethodAn assessor-blind randomized controlled trial comparing the MCT-OCD (n = 39) to a care as usual control condition (n = 40) was conducted. The Yale-Brown Obsessive Compulsive Scale (Y-BOCS) represented the primary outcome. Secondary outcomes targeted treatment processes. Patients were reassessed eight weeks (post) after baseline and three months (follow-up) after post. ResultsIn the MCT-OCD group, OC symptoms declined more than in the control group from baseline to post with a moderate effect (ηp2 = 0.078) in the complete cases sample. Decrease in compulsions and dysfunctional metacognitions was larger in the MCT-OCD than the control group from baseline to post and from baseline to follow-up (compulsions only). Acceptability of the MCT-OCD was good. ConclusionsThe results demonstrate that the MCT-OCD is a promising add-on treatment for reducing OC symptoms and dysfunctional metacognitions. Its easy dissemination enables a large number of patients with OCD to be treated.

The Metacognitive Training for obsessive-compulsive disorder: A pilot study

More than 50% of patients with obsessive-compulsive disorder (OCD) do not receive first-line psychological treatment such as cognitive-behavioral therapy with exposure and response prevention. To narrow this treatment gap, there is an urgent need for therapies that are easy to disseminate and highly accepted by patients. The aim of the present pilot study was to evaluate the effectiveness of the Metacognitive Group Training for OCD (MCT-OCD). Fifty patients with OCD participated in the MCT-OCD for 4 weeks during their inpatient stay in a single-arm pilot trial. Patients were assessed before and after the intervention and filled out an online survey 6 months after post assessment. Results showed a decrease in obsessive compulsive symptoms according to the Yale-Brown Obsessive Compulsive Scale (primary outcome) from baseline to post assessment with a large effect size. Symptom reduction remained stable over 6 months and was positively correlated with appraisal ratings of the training. The reduction in frequency of obsessive compulsive symptoms, distress due to obsessive compulsive symptoms, cognitive biases, and depressive symptoms remained stable over 6 months after the intervention. Our findings tentatively imply that the MCT-OCD is a promising treatment for OCD patients. A randomized controlled trial is thus warranted to further clarify the efficacy of the MCT-OCD. Trial Registration: German Clinical Trials Register (DRKS-ID: DRKS00012531), date of registration: 16.06.2017.

Assessing the efficacy and feasibility of providing metacognitive training for patients with schizophrenia by mental health nurses: A randomized controlled trial.

To evaluate the efficacy of metacognitive group training in reducing psychotic symptoms and improving cognitive insight and functions in people with schizophrenia. Randomized controlled trial. It was carried out between July 2019 -February 2020. Fifty-six patients with schizophrenia were enrolled and randomly assigned to either a control group (N=29) or a metacognitive training group (N=27). Blinded assessments were made at baseline, 1-week post-treatment and at follow-up 3months after treatment. The primary outcome measure was psychotic symptoms based on the Psychotic Symptom Rating Scales (PSYRATS). Secondary outcomes were assessed by the Beck Cognitive Insight Scale (BCIS), the Personal and Social Performance (PSP) scale and the World Health Organization Disability Assessment Schedule (WHODAS). Completion at follow-up was high (92.86%). The intention-to-treat analyses demonstrated that patients in the metacognitive training group had significantly greater improvements of the Psychotic Symptom Rating Scales delusion score and total score and the Personal and Social Performance Scale, after 3months, compared with the control group. The effect size was medium to large. The intention-to-treat analyses also demonstrated that patients in the metacognitive training group had significantly greater reductions of the Psychotic Symptom Rating Scales hallucination score and Beck Cognitive Insight Scale self-certainty score post-treatment, compared with the control group. The effect size was medium to large. The metacognitive training administered by psychiatric and mental health nurses was effective in ameliorating delusions and social functioning over time and it immediately reduced hallucinations post-treatment. Metacognitive training for treating psychosis in patients with schizophrenia is efficacious and administration is clinically feasible in the Portuguese context. ClinicalTrials.gov ID NCT03891186.