Correlation of metacognitive strategies, academic adaptation and academic performance of Abadan University of Medical Sciences students

Document Type : Original Article

Authors

1 Department of Public Health، Health Faculty، Behbahan Faculty of Medical Sciences، Behbahan، Iran.

2 Abadan University of Medical Sciences. Abadan.Iran.

3 Abadan University of Medical Sciences. Abadan. Iran.

4 گروه علوم تشریحی، دانشگاه علوم پزشکی آبادان، آبادان، ایران

Abstract

Background and Aims: metacognitive strategies and educational adaptation are effective factors on educational progress. Therefore, this study was designed and implemented with the aim of investigating the relationship between metacognitive strategies, academic adaptation and academic performance of Abadan University of Medical Sciences students.
Materials and Method: The present study was a descriptive, analytical, correlational and cross-sectional study. The data collection tools include demographic characteristics, metacognitive state questionnaire, academic compatibility questionnaire and overall grade point average as a measure of academic performance. Data were analyzed at a significance level of 0.05 using non-parametric Mann-Whitney, Kruskal-Wallis and Spearman correlation tests in SPSS 26 statistical software.
Results: The analyses showed that the metacognitive state and its components (awareness, cognitive strategy, planning and self-review) have a positive and significant relationship with each other (P<0.001). Also, academic adaptation and academic performance have a positive and significant relationship with the metacognitive state and its components (awareness, cognitive strategy, planning and self-review) .Academic compatibility and academic performance also have a positive and significant relationship with each other. However, the number of semesters passed (length of education) has no significant correlation with metacognitive state, metacognitive components and academic adaptation
Conclusion: there is a significant correlation between metacognition and adaptability and academic performance. Therefore, correct and principled planning in the application of metacognitive strategies should be considered as one of the important priorities of planning in universities. Also, more emphasis should be placed on learning process and methods so that students can improve their skills by using metacognitive strategies

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