A case study of the predicting power of cognitive, metacognitive and motivational strategies in girl students’ achievements

AbstractThe purpose of this research was to determine the power of predicting cognitive, metacognitive and motivational strategies in girl students’ achievements in a Tehran middle school. The sample contained 245 third-grade students who were selected by multiple cluster sampling. Data were gathered with three instruments, and their validity and reliability were confirmed. These instruments were Self-regulation in Learning Questionnaire, Motivational Strategies Questionnaire and students’ average scores. Multiple regression analysis showed that all of the strategies could anticipate the achievements, though the strongest predictors were metacognitive strategies