Ebra Himghaempanah, Behrooz Karimi andMahmoodnajafi
The aim of the present research is to study the relationship between “internet addiction” and “meta-cognitive skills” with “academic achievement” in students of Islamic Azad University, Hamedan branch. This is descriptive – correlational method is used. To measure meta-cognitive skills and internet addiction of students Wells questionnaire and Young questionnaire are used respectively. The population of the study is students of Islamic Azad University of Hamedan. Using proportional stratified random sampling the sample size was 375 students. The results of the study showed that there is no significant relationship between two variables of “meta-cognition” and “Internet addiction”(P >0.184).However, there is a significant relationship at 5% level between the two variables "meta-cognition" and "academic achievement" (P<0.002). Also, a significant inverse relationship was observed between the average of two variables of "Internet addiction" and "academic achievement" at 5% level (P<0.031). There is a significant difference in terms of meta-cognition among the groups of different fields of studies. Furthermore, there is a significant difference in terms of internet addiction scores among students belonging to different field of studies. In explaining the academic achievement variable variance of “meta-cognition” and “Internet addiction” using combined regression, it was observed that the above mentioned variables explain 16% of variable variance of academic achievement simultaneously.
