Abstract :
It is necessary to study students’ metacognitive experiences in order to apprehend their use levels. The aim of this study was to determining how much students resorted to metacognitive strategies and their relationship with their academic achievement. The sampling frame this descriptive-correlational study included the students of faculties of education and psychology of Shiraz University. 50 students were randomly selected as the sample of the study. Data were collected through and open-ended questionnaire. Its validity and reliability was established. A use was made of content analysis and Spearman correlation to analyze data. Results revealed that 26% of applied metacognitive skills in learning and studying correctly. As regards metacognitive components, 35% of students used self-regulation, 34 percent had a high level of metacognitive knowledge, 25% acquired high level of behavioral control, and 10% enjoyed a proper condition to employ metacognitive skills. In addition, 29% of the students utilized suitable metacognitive methods and strategies. Students’ metacognitive skills were significantly and positively correlated with students’ mean scores (p=0/01). This, more specifically, was significant for strategies, study skills, metacognitive knowledge. However it was not significant as far as other components are concerned. Due to the comparatively poor metacognitive skills of the students and the relationship between metacognition and academic achievement, it is suggested that metacognitive strategies and skills be taught to learners.
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