The relationship between metacognitive beliefs and students' individual differences

The issue of the present study is to investigate whether there is a relationship between metacognitive beliefs and individual differences of students. The aim of this study was to determine the relationship between metacognitive beliefs and students' individual differences, which has been done by correlation method. The statistical population of this study is all sixth-grade elementary school female students in Rudsar city, of which ۳۸۰ were in ۷ schools, of which ۱۸۱ students were selected by stratified random sampling according to Morgan's table. They answered the Modified Metacognition Questionnaire for Adolescents (MCQ-A) and Individual Differences in Visual and Linguistic Information Processing of Childers et al. (۱۹۸۵). The data obtained from the study were analyzed using descriptive and inferential statistics (Pearson correlation coefficient and regression analysis and focal correlation). Findings showed that there is a positive and significant relationship between metacognitive beliefs variables (positive beliefs, cognitive beliefs and cognitive self-awareness) with individual differences, in other words, as the amount of these variables increases, the individual differences variable also increases. And there is a negative and significant relationship between variables (negative beliefs and superstitions and punishment) with individual differences, 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