The relationship between metacognitive strategies with self-directed learning among students of Qom University of Medical Sciences

Due to the increasing development of knowledge in today’s knowledge-based world, the need for self-directed learning and Meta cognitive strategies is a necessity in medical students. The aim of the present research is to investigate the relationship between Meta cognitive strategies with self-directed learning among students in Qom University of Medical Sciences in 2015.
In this descriptive- correlation study, 303 students were selected from Qom University of Medical Sciences through stratified random sampling method with considering gender. Data were collected through two questionnaires on Meta cognitive inventory of­ O’neill, and Abedi and self-directed learning questionnaire of Fisher’s. Data were analyzed using descriptive statistics methods, Pearson correlation, independent t-test and multiple regression.
The results of Pearson correlation test showed that there was significant positive relationship between Meta cognitive strategies with total of self-directed learning scale and the components named. According to independent t-test results, there was significant difference between female and male students’ in total of self-directed learning scores (p =0/04) and two components self-control (p=0/02) and desire to learning (P=0/01). But there was no significant difference in self-management (P=0/586). Also there was no significant difference female and male students’ in Meta cognitive strategies (P=0/388). Finally, the results of regression analysis showed that the willingness to learn and self-control skills are positively and significantly predicted metacognitive strategies.
According to the results, Practitioners University of Medical Sciences and Professors must try improvement and promotion these skills to student in order to turn them into Thinker, Independent, self-assessment and Lifelong learners.