Introduction: The aim of this study was to investigate the effect of gender and field of study on student- teachers′ critical thinking, meta-cognitive reading strategies, and academic delay of gratification..
Methods: 234 student- teachers of humanities and basic sciences of Shiraz Farhangian University were selected first by quotas sampling and then random cluster sampling and California critical thinking questionnaire (Form B, 1990), metacognitive reading strategies of Mokhtari & Richard (2002), and academic delay of gratification of Bembenutty & Karabenick (1998) questionnaires were conducted on them.
Results: Data were analyzed using independent T-test. The results showed that there was a significant difference between mean score of critical thinking and academic delay of gratification of male and female students; however, there was no significant difference between the mean score of global, support and problem solving metacognitive strategies of male and female students. Also, there was a significant difference between the mean score of critical thinking in the fields of humanities and basic sciences; however, there was no significant difference between the mean scores of metacognitive reading strategies and academic delay of gratification in the fields of humanities and basic sciences.
Conclusions: According to the results of this research, it is recommended that educational workshops be held to promote critical thinking skills and academic delay of gratification in male students also in basic sciences.