The Relationship of metacognitive Skills in Learning and Academic Goal Orientation with Self-Regulated Learning in female high school students of second grade

The present study aims to investigate the relationship of metacognitive skills in learning and academic goal orientation with self–regulated learning in female high school students of second grade in Ardakan city. This study was a correlational study that carried out in 210 female students who were selected by randomly cluster sampling between female high school students of second grade in Ardakan city who were studying in 2014-2015 academic years. The data was collected using Altinay and Snemoglou’s metacognitive skills questionnaire, goal orientation questionnaire and self-regulated learning strategies questionnaire designed by pintrich and Di Groot; and then analyzed using parson correlation and regression analysis. The findings indicates that all three aspects of metacognitive skills and two aspects of goal orientation, performance and mastery goal orientation (avoidant goal orientation was not significant) have positive and significant relationship with self-regulated learning of students. Regression analysis results indicate that between all dimensions of metacognitive skills in learning and academic goal orientation, just metacognitive knowledge and planning and management in learning, mastery and avoidant goal orientation are able to predict self-regulated learning in students. Based on the results of present study can concluded that metacognitive skills in learning and academic goal orientation significantly predict the self-regulated learning in students.