Meta-Cognition, Academic Motivation, Problem Solving Evaluation and Academic Performance of Chemistry: Correlation Study

This study aimed to investigate the relationship between meta-cognition, academic motivation andproblem solving evaluation with academic performance of female secondary school students ofsecond educational district of Bandar Abbas (in Iran) in Chemistry. The statistical population of thestudy consisted of all female secondary school students of District 2 in Bandar Abbas city in 2015-16. Among them, 245 subjects were selected by simple random sampling without replacement.O Neill and Abedi (1996) meta-cognitive questionnaire, academic motivation questionnaire ofHermence (1997) and Heppner and Petersen questionnaire of problem-solving assessment (1998)were used to collect the data. In this study, Chemistry score of provincial test in February in 2016was used as the indicator of their academic performance. The data of the questionnaire wereanalyzed using multivariate regression analysis. Statistical test findings showed that meta-cognitionexplains the academic performance by determination coefficient as 0.38 significantly and positively.Academic motivation also predicts the academic performance of students by determinationcoefficient as 0.26 significantly and positively. The problem-solving evaluation also predicts theacademic performance of students by determination coefficient as 0.2 significantly and positively.Therefore, it can be concluded that meta-cognition, academic motivation and evaluation ofproblem-solving in students has a positive and significant relationship with their academicperformance in Chemistry. Academic performance quality will be improved by training thesubscales of meta-cognition, academic motivation and problem solving evaluation.

کلیدواژه ها:

Meta-Cognition ، Academic Motivation ، Problem Solving Evaluation ، Academic Performance In Chemistry