مطالعات روانشناسی تربیتی (Dec 2014)

The Study of Relationship between Metacognition, Achievement Goals , Study Strategies and Academic Achievement

  • fateme rasooli khorshidi,
  • parvan kadivar,
  • gholamreza sarami,
  • zahra tanha

DOI
https://doi.org/10.22111/jeps.2014.1849
Journal volume & issue
Vol. 10, no. 18
pp. 103 – 122

Abstract

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The Study of Relationship between Metacognition, Achievement Goals , Study Strategies and Academic Achievement By F. Rasouli Khorshidi(M.A), P. Kadivar(Ph.D), Gh.R. Sarami(Ph.D) & Z.Tanha(Ph.D student) Abstract The purpose of present study was to investigate the relationship between Metacognition achievement goals, study strategies and academic achievement among B.A. student of Tarbiat Moallem University of Tehran. The sample for this study was 300 student (214 female and 86 male), that were selected from the B.A student of Tarbiat Moallem University of Tehran. With the random clustering sampling. The instrument for data gathering include: scale of Achievement goals questionnaire (vande wall,1997), the Awareness of Independent Learning Inventory(AILI) (Elshout-Moher, Joost Meijer and Van Daalen-Kopteijns, 2004) and Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich and De Groot,1990).path analysis was used for the analysis and interpretation of the data. The result indicates that learning goal has direct influence on metacognition and deep strategy. Avoidance goal has direct influence on metacognition. Approach goal has direct influence on deep strategy. Metacognition has direct influence on metacognition, surface, resource management strategies and academic achievement. Also, mastery and avoidance goal have indirect influence on metacognition, surface, resource management strategies and academic achievement. Focus on achievement goals, engagement in metacognitive and learning strategy use, and increase academic achievement on student. Keywords: Metacognition, Achievement goals, Study strategies, Academic achievement.

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