The predictive role of basic ability levels and metacognitive strategies of students on their academic success

The main purpose of this study is to investigate predictive role of basic ability, and the metacognitive strategies students on the academic success of the students. The current study has been conducted with 442 adolescent participants (232 female and 210 male students between 14-18 ages) studying at high schools with different socioeconomic backgrounds in the city center of Sivas. In this study “Personal Demographic Information Sheet”, “Metacognitive Learning Scale” and, “Basic Abilities 9–11 Test” developed by Thrustone were used to collect data. T-test and hierarchical multiple regression analyses were used for data analysis responding to research questions. As a result of the hierarchical regression analysis, it has been found that basic ability levels and metacognitive learning strategies are meaningful predictors of the academic success of students. When the predictive power of the variables are taken into consideration, among the variables that make positive contribution to academic success, basic ability level (β = 77) comes first and metacognitive learning strategy (β = .11) comes second.