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

Fakhri Asadi Rahmani, S. AbdulWahab Samavi

Abstract


This study aimed to investigate the relationship between meta-cognition, academic motivation and problem solving evaluation with academic performance of female secondary school students of second educational district of Bandar Abbas (in Iran) in Chemistry. The statistical population of the study 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 of Hermence (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 2016 was used as the indicator of their academic performance. The data of the questionnaire were analyzed using multivariate regression analysis. Statistical test findings showed that meta-cognition explains the academic performance by determination coefficient as 0.38 significantly and positively. Academic motivation also predicts the academic performance of students by determination coefficient as 0.26 significantly and positively. The problem-solving evaluation also predicts the academic performance of students by determination coefficient as 0.2 significantly and positively. Therefore, it can be concluded that meta-cognition, academic motivation and evaluation of problem-solving in students has a positive and significant relationship with their academic performance in Chemistry. Academic performance quality will be improved by training the subscales of meta-cognition, academic motivation and problem solving evaluation.

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