期刊名称：International Journal of Agricultural Management and Development
印刷版ISSN：2159-5852
电子版ISSN：2159-5860
出版年度：2021
卷号：11
期号：1
页码：17-34
语种：English
出版社：Islamic Azad University
摘要：Students' academic achievement is one of main indicators inevaluating higher agricultural education. One of the most effective strategies in terms of academic achievement is to reinforceself-directness and meta-cognitive skills. The main ofthis study was to evaluate the effects of elf-directness and metacognitive skills on the academic achievement of agriculturestudents in Iran. This research was a descriptive-correlationalstudy using a survey technique. The instrument adopted in thisstudy was a questionnaire which validity was confirmed by agroup of curriculum developers and educational planning specialists in the higher agricultural education system. Cronbach'salpha coefficients were used to determine the reliability of thisscale. Cronbach's alpha values for different variables showedthe acceptable reliability of this instrument (0.74≤α≤0.96). Thestatistical population of the study consisted of the agriculturestudents in Iran (N=236973). The sample size was estimated tobe 150 persons by using Cochran statistics and two-stage samplingmethod (cluster sampling and proportional stratified randomsampling). The results showed that the variables self-directness,metacognitive skills, and social conditions had a positive andsignificant effect on the academic achievement among these students. In total, they could predict a significant percentage (68.1%)of variance for the variables academic achievement.
