The Relationship of Self-efficacy and Achievement Goals with Metacognition in Female High School Students in Iran

Abstract

The present study investigated the relationship between self-efficacy and achievement goals (mastery-approach, mastery- avoidance, performance-approach and performance-avoidance), with metacognition. The population of this study consisted of female high school students (2010-2011) in Iran. The sample of this study consisted of 230 first-grade female students who were selected randomly by multi-stage random sampling method. The instruments for collecting data consisted of self-efficacy subscale of MSLQ (Pintrich, Smith, Garcia & Mckeachie,1993) three subscales (mastery-approach, performance-approach and performance-avoidance) of Patterns of Adaptive Learning Scales (Midgley, 2000), mastery-avoidance subscale of Achievement Goals Scale (Andrew, Elliott, Holly, Mc-Gregor, 2001) and Metacognition Awareness Inventory (Schraw & Dennison, 1994). The results of simple correlation showed that positive relationships exist between self-efficacy, achievement goals (except mastery-avoidance) and metacognition. The regression analysis also revealed that self-efficacy and achievement goals have important roles in predicting metacognition factors.