Presenting a Causal Model of effective factors on Metacognitive Awareness in Integrated Reverse Learning among Shiraz Medical sciences᾽ Students

Metacognitive awareness is one of the explaining factors in students᾽ academic achievement. Metacognitive awareness is essential for the learning environment, through which learners can manage their knowledge and learning process. The aim of this study was to provide a causal model of the factors affecting metacognitive awareness in integrated reverse learning among medical students in Shiraz.

In this cross- sectional analytical study, the necessary data were collected through a combined questionnaire completed by a sample including 380 students of  school of health in Shiraz University of Medical Sciences. The sample consist of  all students who were selected  english as  a course in the second half of the year 1999- 99 at Shiraz University of Medical Sciences. Data collection tools included Mokhtari and Richard metacognitive awareness, Freiburg mindfulness, goal orientation of Beaufard et al, Wells metacognitive beliefs, and cognitive- emotional regulation. Data were analyzed by AMOS and lisrel software.

Three factors of metacognitive beliefs(t=2.21), goal orientation(t=2.1) and mindfulness(t=2.55) have a significant effect on metacognitive awareness in students of Shiraz University of Medical Sciences(p<0.001) .Among the endogenous variables, mindfulness had the most effect (0.256) and metacognitive beliefs had the least effect (0.172) on the metacognitive consciousness variable.

According to the good fit indicators and also the study of the model as a whole in the study group, the model had a good fit in terms of indicators and can be used in decisions and policies.