Metacognitive awareness is the effective factor for academic achievement. The aim of this study was to compare students’ metacognitive awareness dimensions according to grades, gender, type of school and educational district. The research population was 65339 guidance school students in Shiraz city. 551 cases were selected as research sample by cluster sampling method. To collect the required data, Metacognitive Awareness Inventory (M.A.I) was used. Results showed that students’ average scores of metacognitive awareness were 3/78. Also, metacognitive knowledge (3/83) was more than metacognitive control (3/74). With regard to gender, there were significant differences between males and females. In some metacognitive awareness components (Evaluation, monitoring, revising) according to type of school, the differences were significant, but considering students’ grade, the differences were not significant. Due to the importance of metacognitive awareness for academic achievement, it is necessary for textbook planners and writers to pay special attention to metacognitive awareness.
Safari, Y., & Marzooghi, R. (2012). A comparative study of guidance school students’ metacognitive awareness dimensions. Journal of Educational Innovations, 11(2), 119-134.
MLA
Yahya Safari; Rahmatollah Marzooghi. "A comparative study of guidance school students’ metacognitive awareness dimensions". Journal of Educational Innovations, 11, 2, 2012, 119-134.
HARVARD
Safari, Y., Marzooghi, R. (2012). 'A comparative study of guidance school students’ metacognitive awareness dimensions', Journal of Educational Innovations, 11(2), pp. 119-134.
VANCOUVER
Safari, Y., Marzooghi, R. A comparative study of guidance school students’ metacognitive awareness dimensions. Journal of Educational Innovations, 2012; 11(2): 119-134.
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