Predicting Meta Cognition Awareness of Primary School Students Based on Class Psychosocial Climate and Academic Assessment

Abstract

The goal of the present research was to predict students' meta cognitive awareness based on class psychosocial climate and academic assessment. The statistical universe of this research included all students in fifth grade pupils (male and female) of the state schools in strict 2 of Kerman in school year of 2012- 2013. The sample included 450 students selected by using the multi-stage cluster random sampling method. To measure the class psychosocial climate, class psychological climate inventory (Fraser, Giddings and Mc Robbie, 1995) was used. The meta cognitive variable was evaluated by the self –reporting inventory of Sperling et al. (2002). Data was analyzed by simultaneous regression analysis method and Z fisher test. The results showed that class psychosocial climate and academic assessment predict significantly students' meta cognitive awareness. These predicting variables realized %6 of students' meta cognition ability. The class psychosocial climate components and academic assessment are not predictors for the students' meta cognition awareness subscale. The class psycho social climate components and academic assessment are significant predictors for the students' meta cognition regulation subscale. 4% of the students' meta cognition regulation is realized by ability the class psychosocial climate components and academic assessment. Also, the findings imply that the descriptive and gender evaluation in the relationship between the class psychosocial climate and meta cognition awareness have a mediating role. The results of Z fisher test showed that the correlation between the class psychosocial climate and meta cognition in the male students is more than the female students.