New Perspectives in Science Education

The present study investigated the relationship between metacognitive strategies of study, with academic motivation and academic performance among Iranian First grade students, first high school of Yasouj. The research was descriptive and correlational. The statistical population included all First grade students, first high school of Yasouj in the 2014-2015 academic year that selected 8 schools (4 girls school and 4 boys school) of First grade students, first high school in the Yasouj by multistage random cluster sampling and select one classes from each school and were all students of class as a sample in the present study. In this research, metacognitive strategies of study questionnaires Liaghatdar and Havas, academic motivation of Harter (1981) and academic performance of Pham and Taylor (1990) were used. To analyze the data was used Pearson correlation coefficient and multiple regression analysis. The results showed that there is a significant positive relationship between the problem metacognitive strategies (global, problem solving and support) with academic motivation and academic performance. The results of regression analysis showed that the global strategies and problem solving positively are able to predict academic motivation and global strategies, problem solving and support positively predict academic performance.