The relationship between Metacognitive thinking and Motive of achievement

Abstract

The current study aimed to examine the relationship between Metacognitive thinking and Motive of achievement among a sample of secondary school students and investigating statistically significant differences between them on the basis of demographics sex, and academic specialization). The study Adopted correlational method and was conducted in two secondary schools: Mohammed Al-Saleh El-amir and Boukhalfa Sabti in Oum el-Bouaki (East of Algeria). The study sample included 100 students. Two instruments used in collecting data: Metacognitive Thinking and motive of Achievement scales. Data obtained were analyzed using statistical package of social sciences SPSS, and it revealed the following results: - The existence of a positive statistically significant correlation between sample participants’ degrees on Metacognitive Thinking and Motive of achievement (R = 0.53 sig 0,1) - No statistically significant differences between participants’ degrees means on Metacognitive thinking and Motive of Achievement with respect to academic specialization (literary, scientific). with respect to gender. -No statistically significant differences between participants’ degrees means on Motive of Achievement with respect to gender.