Volume 17, Issue 3 (Pajouhan Scientific Journal, Spring 2019)                   psj 2019, 17(3): 48-54 | Back to browse issues page


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Mirzaei-Alavijeh M, Jalili C, Asadi S, Solaimanizadeh L, Jalilian F. Role of Meta cognitive Self-Regulation in Academic Achievement among College Students. psj. 2019; 17 (3) :48-54
URL: http://psj.umsha.ac.ir/article-1-505-en.html
1- PhD of Health Education and Promotion, Social Development & Health Promotion Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
2- PhD of Anatomi, Fertility and Infertility Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
3- Student of Medical Doctor, Faculity of Medicen, Kermanshah University of Medical Sciences, Kermanshah, Iran
4- PhD of Health Education and Promotion, Social Development & Health Promotion Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran , f_jalilian@yahoo.com
Abstract:   (232 Views)
Background and Objective: Academic achievement and study of the factors that affecting it are important issues in educational settings, and in several studies, the role of metacognitive self-regulation in the academic achievement of students has been mentioned. The purpose of this study was to determine the role of meta-cognitive self-regulation in academic achievement among students.
Materials and Methods: This cross-sectional study was done among 323 college students in Kermanshah University of Medical Sciences, during 2017. Data collection was based on the self-report questionnaire including demographic and metacognitive self-regulation scale from Pintrich et al. Data were analyzed by Statistical Package for the Social Sciences (SPSS) version 21 using t-test, Pearson correlation at 5% significant level.
Results: The mean age of respondents 22.78 years (SD: 247), ranged from 18 to 29 years. The students achieved 65.79% of the maximum obtainable score for meta-cognitive self-regulation. The significant correlation indicated between the meta-cognitive self-regulation and academic achievement (r=0.306 and P < 0.001). The background variables accounted for 14% of the variation in the outcome measure of the meta-cognitive self-regulation which the mother education (β=0.278) and age (β=0.226) were major factors.
Conclusion: It seems that emphasis on planning meta-cognitive self-regulation promotion programs could be useful in affecting academic achievement among college students.
Full-Text [PDF 610 kb]   (62 Downloads)    
Type of Study: Research Article | Subject: Psychology and Psychiatry
Received: 2019/05/24 | Accepted: 2019/06/18

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