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Information Journal Paper

Title

Investigating the Relationship Between Academic Self-Regulation and Metacognition with Students’ Academic Achievement

Pages

  127-133

Abstract

 Purpose: The present study was aimed at investigating the relationship between Academic self-regulation and Metacognition with students’ Academic achievement. Methodology: This was an applied research and followed a descriptive correlational method in terms of data collection. The statistical population included all students in Gilan-e-Gharb. 110 of them were selected through multi-stage cluster sampling method to participate in the study. To collect data, the self-regulatory questionnaire and Ryan & Connell (1989) and O’ Neill and Abedi Metacognition questionnaire were used. Findings: The results showed a significant relationship between self-regulation and its dimensions including internal self-regulation, external self-regulation, cognitive self-regulation and internal motivation with student’ s Academic achievement. In addition, there was a significant relationship between Metacognition and components of innovation and collaboration with students' Academic achievement and the components of innovation and collaboration could predict students' Academic achievement (P <0. 05). Conclusion: Teachers can play an effective role in students’ Academic achievement by creating a climate of collaboration and assistance among students in addition to creating a positive attitude toward the environment.

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    APA: Copy

    ALIZADEH, ZAHRA. (2019). Investigating the Relationship Between Academic Self-Regulation and Metacognition with Students’ Academic Achievement. IRANIAN JOURNAL OF EDUCATIONAL SOCIOLOGY, 2(4 (14)), 127-133. SID. https://sid.ir/paper/351806/en

    Vancouver: Copy

    ALIZADEH ZAHRA. Investigating the Relationship Between Academic Self-Regulation and Metacognition with Students’ Academic Achievement. IRANIAN JOURNAL OF EDUCATIONAL SOCIOLOGY[Internet]. 2019;2(4 (14)):127-133. Available from: https://sid.ir/paper/351806/en

    IEEE: Copy

    ZAHRA ALIZADEH, “Investigating the Relationship Between Academic Self-Regulation and Metacognition with Students’ Academic Achievement,” IRANIAN JOURNAL OF EDUCATIONAL SOCIOLOGY, vol. 2, no. 4 (14), pp. 127–133, 2019, [Online]. Available: https://sid.ir/paper/351806/en

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