Predicting Academic Performance of high School Students Based on Meta-cognitive skills and self-regulation

The aim of this study was to investigate the relationship between meta-cognitive skills and self-regulation with academic performance of senior high school students in Isfahan city during academic year 2015-2016.
The research is an applied research in terms of objective and correlation in terms of the nature. The statistical society of the present study was all male and female high school students in Isfahan city including 50707 individuals from which 382 students were selected using table of Kerjecy &Morgan and volume proportional random stratified sampling method. The tools used in this study were 3 questionnaire including meta-cognitive skills assessment questionnaire, self- regulation questionnaire, academic performance questionnaire. The analysis of data performed by the methods of inferential statistics stepwise regression.
The results show there is a direct significant relation between each of the predictor variables (Meta-cognitive and self – regulation) and criterion variable (Academic performance), also Meta- cognitive skills can predict Academic performance; this was significant predictability for self-regulation skills too.
Knowing someone about their abilities and Awareness of cognitive and Meta cognitive strategies, improved learning and academic performance is increased