Presenting a Causal Model of effective factors on Metacognitive Awareness in Integrated Reverse Learning among Shiraz Medical sciences᾽ Students

Introduction: Metacognitive awareness is one of the explaining factors in students᾽ academic achievement. Metacognitive awareness is essential for the learning environment, through which learners can manage their knowledge and learning process. The aim of this study was to provide a causal model of the factors affecting metacognitive awareness in integrated reverse learning among medical students in Shiraz. Methods: In this cross- sectional analytical study, the necessary data were collected through a combined questionnaire completed by a sample including 380 students of  school of health in Shiraz University of Medical Sciences. The sample consist of  all students who were selected  english as  a course in the second half of the year 1999- 99 at Shiraz University of Medical Sciences. Data collection tools included Mokhtari and Richard metacognitive awareness, Freiburg mindfulness, goal orientation of Beaufard et al, Wells metacognitive beliefs, and cognitive- emotional regulation. Data were analyzed by AMOS and lisrel software. Results: Three factors of metacognitive beliefs(t=2.21), goal orientation(t=2.1) and mindfulness(t=2.55) have a significant effect on metacognitive awareness in students of Shiraz University of Medical Sciences(p<0.001) .Among the endogenous variables, mindfulness had the most effect (0.256) and metacognitive beliefs had the least effect (0.172) on the metacognitive consciousness variable. Conclusion: According to the good fit indicators and also the study of the model as a whole in the study group, the model had a good fit in terms of indicators and can be used in decisions and policies.