Meta-Cognitive Awareness, Learning Strategies, Academic Performance of Students
Mousavi, S. Hossein
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC BY-NC-SA 4.0
Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/
This study aimed to examine the role of meta-cognitive awareness of reading strategies in students' academic performance. This was a correlation study. The population consisted of all undergraduate students of department of education science in Farhangian University. Based on simple random sampling method, 127 cases were selected as sample. The Richard and Mokhtari’s meta-cognitive awareness of reading strategies questionnaire was used as research tool. The students’ total square average was considered as indicator of academic performance. The results showed that there is a significant relationship between the components of meta-cognitive awareness of reading strategies and academic performance of students. The results of stepwise regression analysis showed that the problem solving strategies and overall reading strategies have the highest proportion in explaining academic performance.