The Relationship between Metacognitive Beliefs and Students' Individual Differences

The present study investigates if there is a relationship between metacognitive beliefs and students’ individual differences. The aim of this study is to determine the relationship between metacognitive beliefs and individual differences of the sixth grade female students in Rudsar, which is done by correlation method. The statistical population of this study was all female students in the sixth grade of the elementary school in Rudsar, of which ۳۸۰ were in ۷ schools. One hundred and eighty-one students were selected by stratified random sampling according to Morgan's table. They responded to the Modified Metacognition Questionnaire for Adolescents (MCQ-A) and Individual Differences in Visual and Linguistic Information Processing of Childers et al. (۱۹۸۵) with a calculated reliability of ۷۸%. The data obtained from the study was analyzed using descriptive and inferential statistics (Pearson Correlation Coefficient and Regression Analysis and Focal Correlation). The results showed that there is a positive and significant relationship between the variables of metacognitive beliefs (positive beliefs, confidence and cognitive self-awareness) and individual differences at ۰.۰۵ level. In other words, the more these variables increase, the more Individual also increases. And there is a negative and significant relationship between the variables (negative beliefs and superstitions and punishment) with individual differences at the level of ۰.۰۱, in other words; as the amount of these variables increases, the variable of individual differences should also decrease. In general, it can be said that there is a relationship between metacognitive beliefs and individual differences.

کلیدواژه ها:

metacognitive beliefs ، individual differences