The status of metacognitive components among agricultural students in khuzestan

Psychologists and researchers believe that improving the quality of learning is not possible unless the higher education system of agriculture addresses the concepts of metacognition, given the importance and necessity of meta-cognition in order to improve the learning process and improve the quality of agricultural education system. The general purpose of this descriptive-survey study was to study the status of metacognitive components including knowledge, mastery of metacognitive behavioral strategies and behaviors among agricultural students in Khuzestan province(N=3700), 300 of them were selected randomly by stratified random sampling and were selected based on krejcy and morgan tables, The standard questionnaire for metacognitive knowledge of Shrow and Denison (1994), the standard questionnaire for mastering meta-cognitive strategies of De Groot and Pintrich (1990), and the metacognitive behavioral skills questionnaire. The designed as researcher-made. To measure the reliability of the research instrument, pre-test was performed calculated sequential theta test through R software (θ=0/93).The results manova test showed that the students were moderately high in terms of the three componentsofmeta-cognition.
There wasasignificant difference between the three components of metacognition between different educational levels ofmetacognitive awareness and behavioral skills related to metacognition.And in terms of comparision of the averagesPhDstudents had higher metacognitive knowledge and knowledge than other levels. Kruskal Wallis test showed that students with different meanings in terms of meta cognitive awareness have a significant difference. It can be concluded that by increasing thelevel of the individuals experience in learning, the learningprocess improves in the person. Also,mastering the meta-cognitive on the academic achievement of learners.