الإنهماك وعلاقته بالتفكير ما وراء المعرفي لدى طلبة الجامعة
The recent research aims to: 1) Know the Engagement with students of university. 2) Know the level of meta Cognitive thinking with the students of university. 3) Know significant statistical difference: in degrees depending Engagement with the following changes: (Males and females) A) The Gender. B) The Specialization (scientific and humanitarian) C) The scholastic grade (first, second, third, fourth grades). 4) Know of significant differences in the level of metacognitive thinking with the sample according to the following variables: A) The gender (male- female). B) The Specialization (scientific and humanitarian). C) The scholastic grade (first, second .thud and fourth grades). 5) Know the relation between the Engagement and metacognitive thinking with the students of university. For achieving the aims of research, we must use the Descriptive method and Identify community search and selection its samples: The students of university of Baghdad for the academic year 2014-2015 represented by the scientific and humanitarian colleges of morning study for the grades (first, second, thud and fourth) The number of colleges 25 of humanitarian and scientific disciplines of 11 College with a human specialization and 14 with a scientific discipline College. The research sample consisted of 460 students from the colleges of University of Baghdad students for the morning studies and each of the grades (first, second, third and fourth) which it has been selected them random way so 188 were male and 272 were female, the rate of 216 of scientific specialization and 244 of humanitarian specialization. It has been used two tools of the research: The scales of the Engagement. It were be obtained the scale (the Engagement) in English, then translation of the researcher, were verified Psychometric characteristics, through sincerity of translation, virtual and honesty, structural and strength discriminatory, checking die stability by a test manner and re¬testing where the correlation coefficient reach to 0.85, in while the stability factor of Cronbach’s alpha manner reached to 0.87, and the measure became m its final form consisting of 37 items. The scales of metacognitive scale: The researcher adopted the scale (Schraw and Dennison 1994) Arabic version by (Mohammed Abo Hashim 1999: page 113). The researcher discovered the Psychometric characteristics through the (the Virtual, structural honesty and strength of discriminatory), Verification of stability testing and re-testing way when the correlation coefficient reached to 0.88, while the stability factor of retail midterm manner reached to 0.89 and the measure m its final form became consisting of 48 items. The statistical means: Samples t-test for one sample, samples t-test for two independent samples. Pearson correlation coefficient, Cronbach’s alpha correlation coefficient, analysis of tuple variance, dimensional Scheffe test, chi square. The research reached to the following results: 1) The results showed that college students have a good level of Engagement. 2) The results showed that college students have a metacognitive thinking. 3) There were no statistically significant differences in Engagement (sex. specialty and grade) were clear. 4) There are no significant differences in metacognitive thinking of (sex, specialty and grade) (Gender Specialization) (Specialization/ grade) (Gender/ Specialization grade) where in (sex/ grade) was clear. 5) The relationship between was Engagement and metacognitive thinking is cognitive a positive relationship where Engagement became greater the students metacognitive thinking became more. According Design an educational strategy by the Ministry of Higher Education and Scientific Research to Engagement and metacognitive thinking m order to improve the performance of students creatively. The researcher suggested several proposals for subsequent research. (Author’s abstract)