استراتيجيات ما وراء المعرفة وعلاقتها بالوعي الذاتي لدى طلبة المرحلة الثانوية في مدارس المتفوقين والمتميزين

وزارة التربية – الكلية التربوية المفتوحة -مركز بابل الدراسي

Abstract

The current research aims to identify "metacognitive strategies and their relationship to self-awareness among secondary school students in schools for gifted and talented students." To achieve the research objectives, the descriptive method was used. The research population consisted of (4831) male and female students from secondary schools affiliated with the General Directorate of Education in Babylon Governorate. The research sample consisted of (244) male and female students who were randomly selected. Six schools were chosen (three) from boys' schools and (four) from girls' schools for the academic year (2025-2026). For this purpose, the researcher adopted the (Shoper, 2010) test to measure metacognitive strategies and extracted its statistical indicators. The reliability of the scale was also extracted using the split-half method, and its calculated value reached (0.842). It was also used with Cronbach's alpha equation, and the calculated reliability value reached (0.884), which are two values ​​of high reliability in educational and psychological sciences.  Regarding self-awareness, the researcher adopted Al-Budairi's scale (2014). After verifying its face and construct validity, the scale's reliability was established using the split-half method, yielding a calculated value of 0.82. Cronbach's alpha was also used, yielding a calculated value of 0.78. The final versions of the scales consisted of 37 items for metacognitive strategies and 30 items for self-awareness. Data analysis was performed using appropriate statistical methods for the research objectives, employing the Statistical Package for the Social Sciences (SPSS) on a computer. The results showed that secondary school students possess metacognitive strategies. Statistically significant differences were found in students' levels of self-awareness. Furthermore, the results indicate a statistically significant correlation between metacognitive strategies and self-awareness among students. This is attributed to ­­­ the fact that both variables share a common cognitive and psychological foundation: an individual's awareness of their mental processes, behavior, and self-regulation.