چکیده:
The aim of this research is to examine the relationship between metacognitive awareness with academic self-concept, attitude towards school, and social adjustment of first-year male secondary school students in Sarpol-e Zahab county. Research data collection was carried out through field methods by visiting subjects and selecting a sample from the statistical population, and information related to the theoretical framework and theoretical discussions was obtained by referring to scientific sources and library methods. The statistical population of this research consists of all first-year male daily (public) secondary school students in Sarpol-e Zahab city who were studying in the 91-92 academic year. The number of these students is 530. After necessary coordination with the Department of Education of Sarpol-e Zahab and using a multi-stage cluster sampling method, 223 individuals were randomly selected. The research measurement tools included: Metacognitive Awareness Inventory (M.A.I), Academic Self-Concept Questionnaire (ASCQ), Attitude Towards School Scale (ASSA-R), and the California Personality Test. After completing the questionnaires, they were collected, information was categorized based on each questionnaire, and data were analyzed through Pearson correlation, yielding the following results: There is a relationship between metacognitive awareness and academic self-concept of first-year male secondary school students in Sarpol-e Zahab county at a significance level of 0.001. There is a relationship between metacognitive awareness and attitude towards school of first-year male secondary school students in Sarpol-e Zahab city at a significance level of 0.001. There is a relationship between metacognitive awareness and social adjustment of first-year male secondary school students in Sarpol-e Zahab county at a significance level of 0.001.
خلاصه ماشینی:
After completing the questionnaires, they were collected, information was categorized based on each questionnaire, and data were analyzed via Pearson correlation, yielding the following results: There is a relationship between metacognitive awareness and academic self-concept of first-year male high school students in Sarpol-e Zahab county at a significance level of 0.
There is a relationship between metacognitive awareness and social adjustment of first-year male high school students in Sarpol-e Zahab county at a significance level of 0.
Keywords: Metacognitive awareness, academic self-concept, attitude towards school, social adjustment, Sarpol-e Zahab county 1- Assistant Professor, Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
Metacognition is related to academic monitoring or supervision, learning strategies, and critical thinking with metacognitive awareness and cognitive regulation (Staley & Sperling, Howard, 2004).
Similarly, the relationship between metacognition with self-regulation and self-efficacy is positive, and awareness of cognitive and metacognitive strategies leads to improved learning and academic performance (Arsall, 2010; Steve & Bradford, 2008; Tok et al.
Research results indicate that metacognition has a positive relationship with problem-solving ability, motivation for progress, and academic performance (pakdaman & salari Far, 2009), self-regulation (mazaheri & salari Far, 2011), self-efficacy (salari Far et al.
Since the metacognitive state affects goal selection, attention, and planning, the purpose of the present study is to determine the role of metacognitive awareness and its components in the academic self-concept, attitude toward school, and social adjustment of students.
(
, 
, 
)
