The Relationship between Cognitive and Metacognitive Strategies and Academic Self-Efficacy with Academic Persistence in Female High School Students

Abstract

Introduction and Aim: Academic persistence plays an important and effective role in academic success. Therefore, the present research was conducted with the aim of investigating the relationship between cognitive and metacognitive strategies and academic self-efficacy with academic persistence in female high school students.

Methodology: This study was a descriptive from type of correlation. The research population included female high school students in District 4 of Tehran city in the 2025-2026 academic years, which 300 people of them were selected using a multi-stage cluster sampling method. The research instruments included the Cognitive and Metacognitive Strategies Questionnaire (Dawson & McInerney, 2004), Academic Self-Efficacy Scale (Jinks & Morgan, 1999) and Academic Buoyancy Questionnaire (Martin & Marsh, 2008). The data from this research were analyzed using Pearson correlation coefficients and multiple regression with stepwise model methods in SPSS-25 software at a significant level of 0.05.

Findings: The results of this study indicated that cognitive strategies, metacognitive strategies and academic self-efficacy had a significant positive relationship with academic persistence in female high school students (P<0.001). Also, the variables of cognitive strategies, metacognitive strategies and academic self-efficacy could significantly predict 37 percent of the variations of academic persistence in female high school students (P<0.001).

Conclusion: Based on the results of this research, to improve and enhance students’ academic persistence can be prepared the ground for increasing their cognitive strategies, metacognitive strategies and academic self-efficacy through training courses.