Pages: 45-57

Abstract

The aim of this study was to investigate the relationship between metacognitive awareness and self-regulation Mediation reflective thinking and learning at high school students in the city of Qom. The study population consisted of all high school students in Qom is the number of 15107 patients (8016 males and 7091 females). Of this community of farmers and Morgan table 375 as the sample was stratified random sampling. The purpose of this methodology with regard to the relationship between metacognitive awareness and self-regulation Mediation reflective thinking and learning, is applicable. The field data collection and the method of execution were descriptive and correlational. For data collection, a standard questionnaire teaching (LPQ) Biggs et al (2011), “Metacognitive awareness (MAI) Schraw and Denison (2004), Self-regulated learning strategies MSLQ (1999) Pintrich and De Groot (2009) and reflective thinking RTS Mezirow and Kember questionnaire (2011), respectively. Using SPSS software and using descriptive statistics and inferential statistics (Pearson correlation, multiple regression model and path analysis), data were analyzed the results showed that the hypothesis of this study, the relationship between the variables of cognitive knowledge of reflective thinking positive and meaningful. Among the aspects of self-regulation (valuation, will and emotions) and a significant positive relationship with their reflective thinking; the hypothesis (first, second, third, fourth and fifth) were confirmed. But cognitive and metacognitive strategies and resource management and significant negative relationship with reflective thinking. Between metacognitive awareness and self-regulated learning approach because of the high correlation obtained there is a significant positive relationship. So between all dimensions of cognitive and self-learning with high school a student in Qom there is a significant positive relationship.