Shahid Rajaee Teacher Training University Technology of Education Journal (TEJ) 2008-0441 8 2 2014 03 21 The Relationship between Self-Efficacy,Cognitive Meta Cognitive Strategies with Academic Achievement among Students High School Boys Nomads of Fars Province The Relationship between Self-Efficacy,Cognitive Meta Cognitive Strategies with Academic Achievement among Students High School Boys Nomads of Fars Province 97 107 101 10.22061/tej.2014.101 FA M. Hoshmandja Educational Technology, Faculty of Educational Sciences, Allameh Tabatabai University, Tehran, Iran A. Javanmard Educational technology, Expert in Education Fars Province, Shiraz, Iran S.M. Marashi Philosophy of Education, Faculty of Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran Journal Article 2012 10 06 Abstract:The aim of the present study was to investigate the relationship between self-efficacy, cognitive meta cognitive strategies with academic achievement among students - high school boys nomads of Fars Province. The research method is descriptive – correlational. The population of this study, all high school students nomads of of Fars province is in the 90-91 school year were enrolled. Cluster sampling method were enrolled a sample size of 322 people. The data gathering tools were includes: Schwarzer and Jerusalem self- efficacy questionnaire, Vahedi cognitive and metacognitive strategies questionnaire. Research data were analyzed using descriptive statistics (mean, frequency, standard deviation) and inferential statistics (Pearson correlation, regression and ANOVA test, Scheffe post hoc test and the Kolmogorov - Smirnov test). Data analysis showed that there is a significant positive relationship between self-efficacy and academic achievement. there is a significant positive relationship Between cognitive strategies - cognitive and academic achievement. Also, there is a significant positive relationship between self-efficacy and cognitive -meta cognitive strategies. The regression results also showed that academic self-efficacy variables significantly predicted academic achievement and variables of cognitive and metacognitive strategies is not a good predictor for academic achievement. The results shown between the groups in terms of academic self-efficacy and cognitive strategies according to the different levels of education and fields of study, no significant differences have been observed. But between the groups in terms rate metacognitive strategies according to the different levels of education and fields of study there are significant differences. Abstract:The aim of the present study was to investigate the relationship between self-efficacy, cognitive meta cognitive strategies with academic achievement among students - high school boys nomads of Fars Province. The research method is descriptive – correlational. The population of this study, all high school students nomads of of Fars province is in the 90-91 school year were enrolled. Cluster sampling method were enrolled a sample size of 322 people. The data gathering tools were includes: Schwarzer and Jerusalem self- efficacy questionnaire, Vahedi cognitive and metacognitive strategies questionnaire. Research data were analyzed using descriptive statistics (mean, frequency, standard deviation) and inferential statistics (Pearson correlation, regression and ANOVA test, Scheffe post hoc test and the Kolmogorov - Smirnov test). Data analysis showed that there is a significant positive relationship between self-efficacy and academic achievement. there is a significant positive relationship Between cognitive strategies - cognitive and academic achievement. Also, there is a significant positive relationship between self-efficacy and cognitive -meta cognitive strategies. The regression results also showed that academic self-efficacy variables significantly predicted academic achievement and variables of cognitive and metacognitive strategies is not a good predictor for academic achievement. The results shown between the groups in terms of academic self-efficacy and cognitive strategies according to the different levels of education and fields of study, no significant differences have been observed. But between the groups in terms rate metacognitive strategies according to the different levels of education and fields of study there are significant differences. https://jte.sru.ac.ir/article_101_3d5195acf09c95b560f73d1ecb7a6748.pdf