مهارات ما وراء المعرفة كمتنبئات بأساليب التعلم لدى طالبات كلية التربية
The study aimed to reveal the predictive power of Metacognition skills for learning styles among undergraduate female students at the College of Education at King Saud University. The study sample consisted of 412 female students from different majors and study levels, and the Metacognition skills scale translated and standardized by the researcher and the modified learning styles scale of Entwistle and Tait (Entwistle and Tait, 1994) was applied to them.) Al-Sabati and Ramadan (2002) translated and adapted for the Saudi environment. The study indicated a set of results as follows: In Metacognition skills, the mean score of the students was (105.99), which is higher than the hypothesized mean (90), with a large effect size (0.974) and a high skill availability ratio (0.71), which indicates a high level of Metacognition skills of the students, and their mean score in the dimension of setting goals and plan was (31.66), which is higher than the hypothesized mean (27), with a large effect size (0.94) and a high skill availability ratio (0.703), which indicates that students possess advanced skills in this dimension. The average score of students in the monitoring and controlling learning dimension (45.02) was higher than the hypothesized average (39) with a large effect size (0.815) and a high skill availability ratio (0.692), reflecting good control over the learning process. In the dimension of evaluating the learning process, the average score of the students (29.31) was higher than the hypothetical average (24), with a large effect size (0.908) and a high skill availability ratio (0.732), indicating that students are able to evaluate their learning process effectively. In learning styles, the students' average score (102.24) was higher than the hypothetical average (84) with a large effect size (1.32) and a high skill availability ratio (0.73), reflecting a high level of use of various learning styles, as students in the surface learning dimension obtained an average score (35. 97) exceeded the hypothetical average (30) with a large effect size (1.09) and a high skill availability ratio (0.72) indicating strong skills in this dimension, and in deep learning the students' scores (30.45) were higher than the hypothetical average (24) with a large effect size (1.49) and a high skill availability ratio (0.76) reflecting a strong ability for deep learning. In strategic learning, the mean score (35.82) was higher than the hypothesized mean (30) with a large effect size (1.04) and a high skill availability ratio (0.72) indicating advanced skills in the use of learning strategies. The predictive power of Metacognition skills in the goal-setting, planning, and evaluating the learning process dimension was statistically significant on learning styles, each of which can improve learning styles by 0.536 and 1.17 units, respectively. The monitoring and controlling learning dimension of Metacognition skills did not show a statistically significant predictive ability in this study. (Published abstract)