التفكير ما وراء المعرفي و علاقته بتحصيل مادة التاريخ لدى طلاب الصف الخامس الأدبي

الملخص EN

The current research aims to identify: 1- Metacognitive thinking among literary fifth-grade students.

2- The correlational relationship between metacognitive thinking and the achievement of modern and contemporary European and American history among literary fifth-grade students.

3- The extent of the contribution of metacognitive thinking to the learning of modern and contemporary history of Europe and America among fifth-grade literary students.

The study population consists of (773) students distributed among the secondary and preparatory schools, which affiliated to the General Directorate of Education in Diyala province.

(257) students have been selected from the total research population by the method of proportional stratified sampling to represent the research sample, and the sample percentage from the research population was (34%).

In order to achieve the objectives of the research, the researcher adopted the metacognitive thinking test prepared by (Al Jarrah and Obaidat 2011), which is the Arabized version of the metacognitive thinking test developed by Schraw et dennison (1994), which was used to measure the level of metacognitive thinking in adolescents and adults.

The test consists of (40) items classified into three dimensions of organizing (knowledge, knowledge of knowledge, and processing of knowledge).

All of these dimensions are in a positive direction and in front of each item, there are five alternatives graded according to Likert's five-point scale (always, often, sometimes, rarely, absolutely) and degrees ( 1,2,3,4,5).

Regarding the overall score of the scale, it is (200) degrees and represents the highest score that can be obtained by the respondent, while the lowest score for the scale is (40) degrees, with a hypothetical average of (120) degrees.

The research reached the following results: - 1.

The students of the research sample have a high metacognitive thinking, compared to the theoretical mean of the test and with a significant difference.

2.

The existence of a strong positive relationship between metacognitive thinking and the achievement of modern and contemporary European and American history material for the students of the research sample.

3.

There is a contribution to metacognitive thinking in the achievement of the subject of history with a significant difference.