Metacognitive Skills and their Relationship with Achievement Goals Orientations according to the hexagonal model among a Sample of Female Secondary Stage Students at Buraidah

Abstract

The current study aimed through revealing the level of metacognitive skills and recognizing dominant achievement goals orientations according to the hexagonal model, To achieve the aims of the study, the scale of metacognitive skills, prepared by (Ebrahim, 2012) was used, and Achievement Goals Orientation according to the hexagonal model by Abdul-Ghani and Saeed (2018), on a main sample that consisted of (482) secondary stage female students at Buraydah, using the descriptive approach. The study concluded the following results: The existence of a higher-than-moderate level of metacognitive skills among the sample of female secondary stage students at Buraydah, The dominance of other/reluctance goals among the sample of female secondary stage students at Buraidah, and there is a statistically significant positive relationship between metacognitive skills and achievement goals orientations according to the hexagonal model among a Sample of Female Secondary Stage Students at Buraydah.