موسسه انتشارات بین المللی چتر اندیشه مجله پیشرفت های نوین در روانشناسی، علوم تربیتی و آموزش و پرورش 2588-6967 1 6 The Effect of Emotional Intelligence and Metacognition on Students\\\' Academic Development in West Azarbaijan Province بررسی تاثیر هوش هیجانی و فراشناخت بر پیشرفت تحصیلی دانش اموزان استان آذربایجان غربی 12 24 10.22051/jera.2021.31891.2698 FA پریسا رضا رحیم The purpose of this study was to investigate the effect of emotional intelligence and metacognition on academic achievement of students in West Azarbaijan province. A sample of 298 students (123 girls) and 175 boys (the first year of high school in West Azarbaijan province) were selected by random cluster sampling. To measure the variables, we used the meta-cognitive knowledge questionnaire Shrow and Denison, Pinkrich\'s and Different self-efficacy subscales, and Raven\'s progressive intelligence test. In order to measure academic achievement, the synchronized test scores of the end of mathematics and Persian courses were used.The results of calculating the reliability and validity of the tools indicated their reliability and validity. The results of multiple regression analysis showed that intelligence had the highest share in predicting academic achievement (β = 0/51), and then self-efficacy (β = 16.1) and metacognition (β = 0 / 11). Also, among the meta-cognitive components, only two components of situational knowledge (β = 0/19) and information management strategy (β = 0/23) have a significant role in predicting academic achievement.In the next article, the findings were discussed and suggestions for increasing self-studying Students and metacognitive components of situational knowledge and information management were presented ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿـﺮ بررسی تاثیر هوش هیجانی و فراشناخت بر پیشرفت تحصیلی دانش آموزان استان آذربایجان غربی ﺑـﻮد. ﻧﻤﻮﻧـﻪی ﭘـﮋوﻫﺶ ﻛـﻪ ﺑـﻪ روش ﺗﺼﺎدﻓﻲ ﺧﻮﺷﻪ ای اﻧﺘﺨﺎب ﮔﺮدﻳﺪ، ﺷﺎﻣﻞ 298 داﻧﺶ آﻣﻮز 123 دﺧﺘﺮ و 175 ﭘﺴﺮ ﺳﺎل اول دﺑﻴﺮﺳﺘﺎن اﺳﺘﺎن آذربایجان غربی ﺑـﻮد. ﺑﺮای اﻧﺪازهﮔﻴﺮی ﻣﺘﻐﻴﺮﻫﺎی ﭘـﮋوﻫﺶ از ﭘﺮﺳﺸـﻨﺎﻣﻪ ی آﮔـﺎﻫﻲ ﻓﺮاﺷـﻨﺎﺧﺘﻲ ﺷـﺮاو و دﻧﻴﺴـﻮن، ﺧـﺮده ﻣﻘﻴـﺎس ﺧﻮدﻛﺎرآﻣـﺪی ﭘﻴﻨﺘـﺮﻳﭻ و دیﮔـﺮوت، و آزﻣـﻮن ﻫﻮﺷـﻲ ﭘﻴﺶ روﻧﺪه ی رﻳﻮن اﺳﺘﻔﺎده ﺷﺪ. ﺑﺮای ﺳـﻨﺠﺶ ﭘﻴﺸـﺮﻓﺖ ﺗﺤﺼـﻴﻠﻲ ﻧﻴـﺰ از ﻧﻤـﺮات آزﻣﻮن ﻫﻤﺎﻫﻨﮓ ﭘﺎﻳﺎن ﺗﺮم درس رﻳﺎﺿﻲ و ﻓﺎرﺳﻲ اﺳﺘﻔﺎده ﮔﺮدﻳﺪ. ﻧﺘﺎﻳﺞ ﺣﺎﺻـﻞ از ﻣﺤﺎﺳﺒﻪ ی ﭘﺎﻳﺎﻳﻲ و رواﻳﻲ اﺑﺰارﻫﺎ ﺣﺎﻛﻲ از ﭘﺎﻳﺎﻳﻲ و رواﻳﻲ ﻗﺎﺑـﻞ ﻗﺒـﻮل آنﻫـﺎ ﺑـﻮد. ﻳﺎﻓﺘﻪ ﻫﺎی ﺣﺎﺻﻞ از ﺗﺤﻠﻴﻞ رﮔﺮﺳﻴﻮن ﭼﻨﺪﮔﺎﻧﻪ ﺑﻪ ﺷﻴﻮه ﻫﻤﺰﻣﺎن ﻧﺸﺎن داد ﻛﻪ ﻫﻮش ﺑﻴﺸﺘﺮﻳﻦ ﺳﻬﻢ را در ﭘﻴﺶﺑﻴﻨﻲ ﭘﻴﺸﺮﻓﺖ ﺗﺤﺼﻴﻠﻲ دارد (β =0/51) و ﺑﻌـﺪ از آن ﺑـﻪ ﺗﺮﺗﻴـﺐ ﺧﻮدﻛﺎرآﻣـﺪی (β =0/16) و ﻓﺮاﺷـﻨﺎﺧﺖ (β =0/11) ﻗـﺮار ﻣـﻲﮔﻴـﺮد. ﻫﻤﭽﻨﻴﻦ، از ﺑﻴﻦ ﻣﻮﻟﻔﻪ ﻫﺎی ﻓﺮاﺷﻨﺎﺧﺖ ﺗﻨﻬﺎ دو ﻣﻮﻟﻔﻪ داﻧﺶ ﻣﻮﻗﻌﻴﺘﻲ (β =0/19) و راﻫﺒﺮد ﻣـﺪﻳﺮﻳﺖ اﻃﻼﻋـﺎت (β =0/23) ﺳـﻬﻢ ﻣﻌﻨـﺎداری در ﭘـﻴﺶﺑﻴﻨـﻲ ﭘﻴﺸـﺮﻓﺖ ﺗﺤﺼﻴﻠﻲ دارﻧﺪ. در اداﻣﻪ ی ﻣﻘﺎﻟﻪ ﻳﺎﻓﺘﻪﻫﺎ ﻣﻮرد ﺑﺤﺚ ﻗﺮار ﮔﺮﻓﺖ و ﭘﻴﺸـﻨﻬﺎدﻫﺎﻳﻲ در ﺟﻬﺖ اﻓﺰاﻳﺶ ﺧﻮدﻛﺎرآﻣﺪی ﺗﺤﺼﻴﻠﻲ داﻧﺶآﻣﻮزان و ﻧﻴـﺰ ﻣﻮﻟﻔـﻪ ﻫـﺎی ﻓﺮاﺷـﻨﺎﺧﺘﻲ داﻧﺶ ﻣﻮﻗﻌﻴﺘﻲ و ﻣﺪﻳﺮﻳﺖ اﻃﻼﻋﺎت اراﺋﻪ ﺷﺪ. /downloadfilepdf/438597