摘要：AbstractThe aim of this project was to determine the role of metacognition knowledge component in the achievement of first year high school male students in 2011. 70 person of first year high school male students by sampling method multistage random cluster were selected. Mean final exam scores and the guidance of third year high school scores first semester (first sch ool) as an indicator of academic achievement were considered and met cognition knowledge of students by questionnaire, interview questions Sonson 17(1990), which was done individually about was assessed. After coding the interview met cognition knowledge (knowledge about his person, task and strategy) a significant relationship with academic achievement and individual knowledge about variables predicting variance in achievement accounted for the largest share data. Results of repeated measures designs show that metacognition knowledge of students in the process of strong and weak academic performance than “the person about his knowledge” has been established. I.e. the differences between groups of students varied “knowledge about his person” compared to other categories of metacognition knowledge is statistically significant according to post hoc test, mean difference (LSD) only difference between the mean ((variable knowledge person in comparison with their individual knowledge about the task variables and strategy is statistically significant, but among other variables, there is no significant difference. Thus each group of students strong and weak elements “knowledge about his person” compared with the other variables are more prominent. Totally finding showed that Met cognition knowledge of the relationship with academic achievement is the more metacognition knowledge will students, their academic achievement also increased.
