Cronbach's Alpha coefficient of positive beliefs dimensions about worries was (0.71), negative beliefs about controllability (0.81), Cognitive confidence (0.76), need to control thoughts (0.78), Cognitive self-consciousness (0.77) and the total reliability of this questionnaire was .83. In this research, the whole reliability of Vallerand academic motivation questionnaire was obtained 0.87 by using Cronbach's alpha coefficient.
There is no significant difference between the success rate and academic performance among male and female students (p-value = 0.861). There is a significant difference between success and academic performance among degrees of clinical students. According to the obtained results (p-value- 0.355). There is a significant positive correlation between the metacognitive strategies variable and the dependent variable of academic performance and by increasing the score of the metacognitive strategies of students, their academic performance is also increases (Table 1).
Table 1
relation between the metacognition dimensions and academic performance 254participant
Variables | Mean (SD) | Pearson Correlation | Sig. |
Academic Performance | 15 (1.21) | .406 | .001 |
metacognitive strategies | 70.92 (6.10) |
positive beliefs about worry | 14.03 (1.58) | .147 | .019 |
Negative beliefs about uncontrollability/danger | 15.74 (2.49) | .271 | .001 |
Cognitive confidence | 11.81 (2.28) | .113 | .072 |
need to control thoughts | 13.36 (2.43) | .277 | .001 |
Cognitive self-consciousness | 15.96 (1.92) | .333 | .001 |
The results of present study show that according to the correlation coefficient value, there is a positive and significant relationship between the motivation variable (136.28 ± 23.9) and the academic performance variable (15 ± 1.21) of students (r − 0.734, p − 0.001). In other words, by increasing the motivation of students, they will have a better academic performance. In addition, the results of this study confirmed a positive and significant correlation (P = .001 & r = .24) between metacognitive strategies (70.92 ± 6.1) and academic motivation (136.28 ± 23.9).
Based on the obtained findings of the evaluation of mediatory role of motivation between metacognitive strategies and academic performance of students (R = 0.406, R2 = 0.165, Adj.R = .162, t = 7.057, Beta coefficient = .406, P < 0.001), it is found that the metacognitive strategies variable is a positive and significant predictor for the student's academic performance criterion variable.
The results of multiple regression in the synchronous manner (R = 0.240, R2 = 0.057; Adj.R = .054, Beta coefficient = .24, t = 3.917 p < 0.001) indicate that the metacognitive strategies variable has a positive and meaningful predictive power for the student's academic motivation variable. Findings of Table 2 indicate that metacognitive strategies and academic motivation have positive and significant predictive power for students' academic performance variable.
Table 2
determining predictive power of metacognition and motivation for academic performance
| Academic Performance |
Predictive Variable | R | R2 | Adj.R | Beta | T | Sig. |
Metacognition | .771a | .594 | .591 | .245 | 5.907 | .001 |
Motivation | .675 | 16.30 | .001 |
The results of present study suggest that the reduction of regression coefficients of metacognitive strategies is 0.161 in stages one to three; through these results, we can find the mediatory role of academic motivation in metacognitive strategies and academic performance. In the third regression test, the results indicate that the regression of academic achievement is significant on cognitive strategies and academic motivation (F = 183.9; P < 0.01). Similarly, cognitive strategies and academic motivation explain 57.1 percent of the student's academic performance changes and led to the creation of Model No. 1.
Model 1: the relation of metacognitive strategies, motivation and academic performance