Relationship of Metacognition Learning Strategy and Locus of Control with Academic Achievement of Students Print

Aims: Academic achievement is one of the main assessment factors in the higher education system. Metacognitive learning strategy and locus of control are the main factors affecting the students’ academic achievement. The aim of this study was to investigate the correlation between metacognitive learning strategy and locus of control and the students’ academic achievement.
Instrument & In the descriptive-analytic study, 335 students of Birjand University of Medical sciences were selected based on Krejcie-Morgan Table and via Stratified Random Sampling Method in 2014-15 academic year. The study tools were Self-regulating Learning Strategies Questionnaire, Locus of Control Survey, and students’ GPA as academic achievement component. Data was analyzed in SPSS 14 software using Pearson Correlation, Independent T, and One-way ANOVA tests.
Findings: There was a positive and significant correlation between the dimensions of meta-cognitive learning strategy and internal locus of control and academic achievement. Nevertheless, there was a negative and significant correlation between meta-cognitive learning strategies and external locus of control (p0.05). There was a significant correlation between the students’ academic achievements based on gender. However, based on age and faculty, it was not significant.
Two important factors affecting learning enhancement and academic achievement in the students are meta-cognitive learning strategy and locus of control.