Document Type : Original Article


1 Associate Professor of Agricultural Extension and Education Department of Agricultural Extension and Education College of Agriculture Tarbiat Modares University (TMU) Tehran, Iran

2 Former M.Sc. Student, Department of Agricultural Extension and Education, College of Agriculture, Tarbiat Modares University (TMU), Tehran, Iran.

3 Ph.D. Student, Department of Agricultural Extension and Education, School of Agriculture, Shiraz University, Shiraz, Iran.

4 Assistant Professor of Agricultural Education and Entrepreneurship Department of Innovation and Entrepreneurship Research Institute of New Technology Development Studies Iranian Research Organization for Science and Technology (IROST), Tehran, Iran.


Students' academic achievement is one of main indicators in evaluating higher agricultural education. One of the most effective strategies in terms of academic achievement is to reinforce self-directness and meta-cognitive skills. The main objective of this study was to evaluate the effects of elf-directness and meta-cognitive skills on the academic achievement of agriculture students in Iran. This research was a descriptive-correlational study using a survey technique. The instrument adopted in this study was a questionnaire which validity was confirmed by a group of curriculum developers and educational planning specialists in the higher agricultural education system. Cronbach's alpha coefficients were used to determine the reliability of this scale. Cronbach's alpha values for different variables showed the acceptable reliability of this instrument (0.74≤α≤0.96). The statistical population of the study consisted of the agriculture students in Iran (N=236973). The sample size was estimated to be 150 persons by using Cochran statistics and two-stage sampling method (cluster sampling and proportional stratified random sampling). The results showed that the variables self-directness, meta-cognitive skills, and social conditions had a positive and significant effect on the academic achievement among these students. In total, they could predict a significant percentage (68.1%) of variance for the variables academic achievement.