العلاقة بين مكونات ما و راء المعرفة و التحصيل الأكاديمي لدى أطفال التمهيدي

Abstract EN

The study aimed to reveal the relationship between metacognitive components and academic achievement and if that metacognitive components predict academic achievement, by using the relational descriptive approach.

The study tools included Stanford Binet Intelligence Scales as an IQ measure, interview to measure the metacognitive components and Arabic Version of Woodcock Johnson IV Tests (WJIV) to measure academic achievement.

The sample consisted of (44) kindergartners in Makkah, Saudi Arabia.

Quantitative data was analyzed by using standard multiple linear regression analysis.

The results concluded that there is a moderate positive statistically significant correlation between metacognitive components and academic achievement.

Metacognitive components explained (22.6%) of the variance in the degree of academic achievement.

The study recommends the importance of including metacognitive components, especially actions and strategies, in educational activities for kindergarteners, conducting research to explain the relationship between metacognition and academic achievement in this age, and to create a framework to defining a mechanism for improving and developing children’s learning.