The role of metacognitive state components on self-regulation

The aim of this study was to examine the role of metacognitive state and its components on students’ self – regulation. In this correlation study, first, 139 high school students (64 male, 75 female) were selected based on cluster sampling from 2 & 6 educational boroughs in the city of Tehran. They completed Onell & Abedi’s (1996) metacognitive state questionnaire and Pintrich & De¬Groot’s (1990) self-regulation questionnaire. Multiple regression analysis and one way multivariate analysis of variance were applied to the data. Revealed a positive association between metacognitive state and self-regulation. Four metacognitive state components: metacognitive awareness, cognitive strategy, planning and self-monitoring, predicted 57% of self-regulation variance. In addition the difference between male and female students in planning component was significant and females had better state than males in this component. But their difference in other components was no significant. According to the finding of study, metacognitive state is associated with that self-regulation. So that the metacognitive state components training can influence improvement of metacognitive monitoring, meta¬cognitive control and students’¬ self-regulation.