رابطه راهبردهای شناختی با پیشرفت تحصیلی دانش آموزان رشته های نظری مقطع متوسطه

Abstract The aim of this study was to investigate the relationship between cognitive strategies and academic achievement among high school students in the fields of humanities, science and math &ndash; physics from Shahrekord city in the school year 89-90. The research was correlational and the statistical population included all high school students from Shahrekord city, among them 222 students via cluster multistage random sampling were selected. They completed a Cognitive Learning Strategies Questionnaire was designed by combination of some questions fromWinestine & Palmer (2002) and Walters (2004) Questionnaires. Data were analyzed using Pearson correlation and analysis of regression. The findings showed there is significant correlations between cognitive strategies and academic achievement in all fields (p <0.01). Also, among three strategies of rehearsal, elaboration and organization, only elaboration strategy can significantly predict academic achievement of students in humanities and math-physics. No strategy can predict academic achievement of students in science fields.