The impact of cognitive styles (FD/I), cognitive and metacognitive strategies on educational performance of Payame Noor University students

The aim of this research is to study the relation between Field Dependence and Inedependece styles, cognitive and metacognitive strategies and educational performance of Payame Noor University humanity students. The statistical population included 122 female psychology and educational sciencees students of Tabriz Payame Noor University who selected randomly as a sample via monostage sampling and were asked by Group Embeded Figures test (GEFT) to examine Field Dependence and Independence styles, and also Learning Strategies Questionnaire (LSQ) was used to examine Cognitive and Metacognitive strategies, Multiple regression statistical analysis and Pierson correlation test were used to analize data. The results showed that metacognitive strategy of knowledge and self regulation (warranty, attitude and attention) are the best predictable factors of educational performance whereas some factors including FD/I styles, subjective survey strategie's semantic expansion, organize, evaluation, planning and supervision cannot progress the predictive power meaningfully. All these variables had a high overlap and relation except FD/I styles, knowledge metacognitive and self regulation. There was a negative correlation between FD/I styles with all cognitive and metacognitive strategy variables except organizing metacongnitive strategy. The educational performance had a positive relation with all variables. The relation of educational performance with cognitive and metacognitive strategies was meaningful but not with FD/I styles. Cognitive and Metacognitive variables also had a high and meaningful correlation. In this article educational application and suggestions are being studied in addition to results and findings.