شبكة المعلومات العربية التربوية

This study aims at bringing to light the meta- cognitive thinking level of students at King Khalid university colleges in Bisha- Kingdom of Saudi Arabia- and the effect of academic level, specialization, and academic achievement on the meta- cognitive thinking level. The sample of this study consists of 150 students from colleges at King Khalid university in Bisha chosen randomly. To achieve the goals of this study, the researcher used the Arabized version of meta- cognitive scale designed by (Schraw and Dennison, 1994). The results of this study showed the following: 1) When the whole scale is applied, the students of the sample have got a high meta- cognitive thinking level in the following dimensions that are put in a descending order as follow: a) Cognition processing. a) Regulation of Cognition. c) knowledge of Cognition. 2) There is a statistic significant effect regarding meta- cognitive thinking level dues to academic achievement in favor of students who got high achievement. 3) There is no statistic significant effect concerning meta- cognitive thinking level dues to an academic level or specialization. 4) There is a statistic significant effect regarding organizing of knowledge dues to specialization in favor of scientific specialization. 5) There is a statistic significant effect regarding all dimensions: processing of knowledge, organizing of knowledge, and knowledge about knowledge, dues to academic achievement in favor of students who got high achievement. To sum, this study presents recommendations that may help to develop practicing using this level of thinking for its positive effect on academic achievement during all academic levels. (Published abstract)