Investigating the relationship between Metacognitive awareness and academic self-concept, attitude toward school and social adjustment of students

This study examined the relationship between metacognitive awareness and academic self-concept, attitude toward school and social adjustment of first year high school students are Sarpolzohab city. Data collection methods was field research and was conducted with referring to the population and selection of subjects from among them. Furthermore, information of the conceptual framework and the theoretical discussion were gathered by referring to scientific sources and the library lady. Using multistage cluster sampling method, 223 patients were randomly selected from among all 530 students in the boy Daily (state) schools of Sarpolzohab city busy studying in the academic year of 13 91-92. Measurement tools included: metacognitive awareness questionnaire (MAI) by Shrav Vdnysvn (..year..), academic self-concept questionnaire (ASCQ) by Marsh(…), questionnaire on attitude toward school (ASSA-R), and the California Personality Test. Pearson Product moment correlation was used to analyze the data. The results were as follows: meta-awareness and self-concept among first-year secondary school students in Sarpolzohab city were significantly correlated. The correlation between metacognitive awareness and attitudes among secondary school students in the first year was significant and finally, metacognitive awareness and social adjustment of middle school students in the first year significant level were correlated significantly.