Effects of Metacognitive States, Processing and Regulation Strategies on College Student's Academic Performance

The aim of present research was to investigate the effects of metacognitive states، processing and regulation strategies on academic performance of university students. 410 students engaged in studying in various fields of humanities، University of Gilan that were in the age range of 17-33 years، responded to State Metacognitive Inventory (Oneil & Abedi،1996) and Vermunt’s inventory of learning styles (1994). Recent grade point average of students was considered as indicator of academic performance. By stepwise multiple regression analysis، the results showed that self-regulated strategy (β= 0. 364، P<0. 0001) is the best predictor of students’ academic performance (F= 32. 289، P<0. 0001)، and other variables were excluded due to the insignificant impact of the final model. In this study، the accelerator engine of students’ academic performance was recognized self-regulated strategy; thus we can expect formulation of educational interventions in which students learn to have adequate supervision on their learning process and its resulting، significant impact in promoting learning and ultimately improve the academic performance of students.