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:: Volume 8, Issue 5 (November-December 2015) ::
Educ Strategy Med Sci 2015, 8(5): 323-328 Back to browse issues page
Relationship of Metacognition Learning Strategy and Locus of Control with Academic Achievement of Students
Mohammadi Y 1, Kaykha A2 , Sadeghi A3 , Kazemi S4 , Raeisoon MR5
1- Education Development Center, Birjand University of Medical Sciences, Birjand, Iran , y_mohammady_29@yahoo.com
2- Educational Sciences Department, Shahid Motahhari Faculty, Farhangian University, Zahedan, Iran
3- Educational Sciences Department, Psychology & Educational Sciences Faculty, Allameh Tabatabaei University, Tehran, Iran
4- Management Department, South Khorasan Branch, Payam-e-Noor University, Birjand, Iran
5- Social Medicine Department, Medicine Faculty, Birjand University of Medical Sciences, Birjand, Iran
Abstract:   (9496 Views)

Aims: Academic achievement is one of the main assessment factors in the higher education system. Metacognitive learning strategy and locus of control are the main factors affecting the students’ academic achievement. The aim of this study was to investigate the correlation between metacognitive learning strategy and locus of control and the students’ academic achievement. 

Instrument & Methods: In the descriptive-analytic study, 335 students of Birjand University of Medical sciences were selected based on Krejcie-Morgan Table and via Stratified Random Sampling Method in 2014-15 academic year. The study tools were Self-regulating Learning Strategies Questionnaire, Locus of Control Survey, and students’ GPA as academic achievement component. Data was analyzed in SPSS 14 software using Pearson Correlation, Independent T, and One-way ANOVA tests.

Findings: There was a positive and significant correlation between the dimensions of meta-cognitive learning strategy and internal locus of control and academic achievement. Nevertheless, there was a negative and significant correlation between meta-cognitive learning strategies and external locus of control (p<0.05). There was no significant correlation between mean items of meta-cognitive learning strategy and locus of control based on gender, faculty, and age (p>0.05). There was a significant correlation between the students’ academic achievements based on gender. However, based on age and faculty, it was not significant.   

Conclusion: Two important factors affecting learning enhancement and academic achievement in the students are meta-cognitive learning strategy and locus of control.

Keywords: Meta-Cognitive Learning Strategies , Internal-External Control [MeSH], Educational Status [MeSH]
Full-Text [PDF 439 kb]   (3311 Downloads)    
Article Type: Original Research | Subject: Curriculum Design in Medical Science
Received: 2015/10/22 | Accepted: 2015/12/6 | Published: 2015/12/7
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Mohammadi Y, Kaykha A, Sadeghi A, Kazemi S, Raeisoon MR. Relationship of Metacognition Learning Strategy and Locus of Control with Academic Achievement of Students. Educ Strategy Med Sci 2015; 8 (5) :323-328
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Volume 8, Issue 5 (November-December 2015) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
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