The Relationship between Metacognitive Strategies, Creativity, and Autonomy of Students

The purpose of the present research was to examine the relationships between metacognitive strategies, creativity, and autonomy of male fourth-graders at a high school in Abdanan County following the descriptive-correlational method. The target population of this study consisted of all high school male fourth-graders in Abdanan in the educational year 2015-2016, from among whom 123 were chosen through simple random sampling by using Morgan’s Table. The data collection instruments consisted of three metacognitive strategies, creativity, and autonomy questionnaires. The Pearson Product Moment Formula was used to analyze the data. The findings indicated that there was a meaningful positive relationship between metacognitive strategies and autonomy. Moreover, there was a meaningful positive relationship between creativity and autonomy. The significance level for data analysis was set at 0.05.