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Investigating the Relationship between IQ and Metacognition and Academic Performance by Mediating Critical Thinking in Secondary School Students in Khoramdarrah
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Akbar Jalili1   , Esmail Kheyrjoo2 , Masoud Hejazi3 , Mohammad saeid Ahmadi4 , Yalda Rostami2 |
1- Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran , AK_jalili@yahoo.com
2- Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran
3- Department of Psychology, Azerbaijan branch, Shahid Madani University, Azerbaijan, Iran
4- Department of Psychology, Zanjan Branch, Farhangian University, Zanjan, Iran |
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Abstract: (4476 Views) |
Introduction: This research was conducted to investigate the relationship between IQ and metacognition with critical educational performance.
Methods: For this research, 300 high school students from Kermandreh city were selected by multistage sampling method (after deletion of data 289 persons remained as a sample). Data were collected using.
Results: Raven's Evolutionary Matrix (RPM), Classroom Metacognitive Beliefs (MCQ-30), California Critical Tendency (Cctst), and GPA. Findings: The present study was correlation and data analysis using Pearson correlation coefficient, structural algorithms and Bootstrap test on the Macro-Protract and Hayes computer program (AMOS-20). The results showed that the proposed model of the structure of the relationships between the variables was acceptable.
Conclusions: The result of the research has shown that meta-analysis and meta-analysis both directly and indirectly relate to critical education. |
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| Keywords: IQ, Metacognition, Academic Performance, Critical Thinking. |
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Full-Text [PDF 1247 kb]
(1295 Downloads)
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Article Type: Original Research |
Subject:
New Approaches to Curriculum Design
Received: 2017/09/2 | Accepted: 2018/12/1 | Published: 2019/02/12
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