The academic progress of students is one of the important indicators of the development of societies and one of the basic components of the evaluation of the education system. Therefore, the purpose of the current research is to investigate the relationship between metacognitive management and theory of mind with students' academic performance. This research is an applied type of research in terms of its purpose, and it is a correlational descriptive research in terms of how to collect information and data. The statistical population of this research includes male and female high school students of Chaypare city in the academic year of 1400-1401, of which 140 students were selected as a statistical sample using a multi-stage cluster method. The main tool of data collection is Baron et al.'s theory of mind questionnaire (2001), metacognition (Cutright and Wells, 2004) and students' academic performance based on class reports. The results showed that the direct effect of metacognitive management variable on students' academic performance (0.63) and according to the value (t=9.39) is significant at the level of 0.00. The direct effect of theory of mind on the academic performance of students (0.72) and according to the value (t=12.55) is significant at the level of 0.01. Anyone who has these mental states and is aware of them, is likely to be more successful in their interpersonal relationships, and anyone who is successful in interpersonal relationships and has more adaptability is likely to have better academic performance.
Jameei, S. and Gharibzadeh, N. (2023). Determining the relationship between metacognitive management and theory of mind with students' academic performance. Applied Educational Leadership, (), -. doi: 10.22098/ael.2023.12423.1235
MLA
Jameei, S. , and Gharibzadeh, N. . "Determining the relationship between metacognitive management and theory of mind with students' academic performance", Applied Educational Leadership, , , 2023, -. doi: 10.22098/ael.2023.12423.1235
HARVARD
Jameei, S., Gharibzadeh, N. (2023). 'Determining the relationship between metacognitive management and theory of mind with students' academic performance', Applied Educational Leadership, (), pp. -. doi: 10.22098/ael.2023.12423.1235
CHICAGO
S. Jameei and N. Gharibzadeh, "Determining the relationship between metacognitive management and theory of mind with students' academic performance," Applied Educational Leadership, (2023): -, doi: 10.22098/ael.2023.12423.1235
VANCOUVER
Jameei, S., Gharibzadeh, N. Determining the relationship between metacognitive management and theory of mind with students' academic performance. Applied Educational Leadership, 2023; (): -. doi: 10.22098/ael.2023.12423.1235
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