Research in Health and Medical Sciences
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Volume 4, Issue 4 (10-2025)
JRHMS 2025, 4(4): 28-36 |
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Ghanbari A, Ashkani S, Ghanbari Talab M, Naderi Lordejani M, Ghanbari M H. The relationship between metacognitive strategies and emotional intelligence with students' academic achievement. JRHMS 2025; 4 (4) :28-36
URL: http://jrhms.thums.ac.ir/article-1-174-en.html
URL: http://jrhms.thums.ac.ir/article-1-174-en.html
Ali Ghanbari1 
, Sara Ashkani *2 , Mohammad Ghanbari Talab3 , Maryam Naderi Lordejani4 , Mohammad hadi Ghanbari5
, Sara Ashkani *2 , Mohammad Ghanbari Talab3 , Maryam Naderi Lordejani4 , Mohammad hadi Ghanbari5
1- Department of Educational Sciences and Psychology, Dehaghan Branch, Islamic Azad University, Dehaghan, Iran.
2- Hakim Toos Institute of Higher Education, Mashhad, Iran
3- Department of Psychology, Farhangian University, Shahrekord, Iran
4- Elementary School Administration, Lordegan, Iran
5- Farhangian University, Farrukhshahr, Iran.
2- Hakim Toos Institute of Higher Education, Mashhad, Iran
3- Department of Psychology, Farhangian University, Shahrekord, Iran
4- Elementary School Administration, Lordegan, Iran
5- Farhangian University, Farrukhshahr, Iran.
Abstract: (1 Views)
Emotional intelligence and metacognitive strategies are among the factors that have a significant impact on students' academic achievement. Given the importance of the subject, the present study was conducted with the aim of investigating the relationship between emotional intelligence and metacognitive strategies with mathematics academic achievement in third-grade middle school students. To conduct the present research, a sample of 112 male students from the third grade of middle school in Lordegan County was selected through simple random sampling. The research instruments included the Bar-On Emotional Intelligence Test (2005), the Dawson and McInerney Metacognitive Strategies Questionnaire (2004), and the second semester mathematics score. The research design was correlational. Pearson correlation coefficient and stepwise regression were used for data analysis. The research findings showed that there is a significant positive relationship between students' academic achievement in mathematics and metacognitive strategies (p < 0.01). Students' academic achievement in mathematics also has a significant positive relationship with some components of emotional intelligence (p < 0.01). The planning variable from the metacognitive strategies components is the strongest predictor, and the self-control variable from the emotional intelligence components is the weakest predictor of academic achievement in mathematics. Based on the research results, it can be concluded that metacognitive strategies and emotional intelligence are effective factors for improving and enhancing students' academic performance in mathematics.
Type of Study: Orginal Article |
Subject:
General
Received: 2026/06/27 | Accepted: 2026/07/12 | Published: 2026/08/15
Received: 2026/06/27 | Accepted: 2026/07/12 | Published: 2026/08/15
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