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.