The Relationship of Usage of Cognitive-Meta Cognitive Strategies and Demographic Characteristics with Student's Academic Performances

This study was to determine the relationship between cognitive-meta cognitive strategies and students'' academic performances، discipline، occupation، drug use and the number of their probation semesters. Method of study was descriptive and correlation. Statistical population included all students in the first semester of Azad University، Yadegar-e-Emam RH Branch (Ray city) in 2013-2014. (N=22904). Sample was selected by random stratified sampling method (N=378). Personal information and (MSLQ) motivational strategies for learning questionnaires were research instruments. For data analysis، regression، Pearson correlation coefficient، t-test and One–way ANOVA were used. The results indicated that there was a positive significant relationship between usage of cognitive-meta cognitive strategies and academic performance (P<0. 05). Considering students’ occupation، discipline and the number of their probation semesters، there was a significant relationship between students’ cognitive-meta cognitive strategies usage and their academic performances (P<0. 05). But considering gender and drug usage، there was no significant relationship.