Construction And Standardization Of Students’ Cognitive And Metacognitive Test And Relationship Of This Skills With Academic Achievement Motive

This study was carried out in order to evaluate the reliability and validity of metacognitive skills questionnaire and achievement motivation questionnaire. The metacognitive skills questionnaire is a 42- self report to assess the dimension of metacognitive and achievement Motivation questionnaire is a 39- self report to assess the dimension of achievement Motivation. This questionnaires are completed by a sample of 1000 Tehran university student (%78.4 females, %31.6 males) mean aged 20/81. Reliability was conducted by internal consistency (alpha Coefficients). Questionnaires are reasonably reliable (alpha above .780).The validity of the questionnaires is evaluated by the exploratory factor analysis (EFA). Six factor were obtained of metacognitive skills questionnaire that explained 39.2 percent of variance and Five factor were obtained of motivation questionnaire that explained 34.6 percent of variance. Pearson correlation relationship between metacognition skills and achivement motivation were significantly (p < 0.001), regression analysis was performed to predict achievement Motivation based on metacognitive skills.