Cognitive Style (risk-caution) and its Relationship to Metamemory Skills among Secondary School Students in the District of South Hebron

The aim of this study is to determine the relationship between cognitive style (risk-caution) and the meta-memory skills among the secondary school students in the South Hebron district. To achieve the goal of the study, correlational approach, cognitive style measurement (risk-caution) and meta-memory measurement were used. The study was conducted on 295 students (male and female). The findings revealed that both the cognitive style level (risk-caution) and the meta-memory skills level were moderate, and that there was a statistically significant inverse negative relationship between the cognitive style level score (risk-caution) and meta-memory skills scores. The findings also revealed that there were no statistically significant differences between the means of the cognitive style (risk-caution) and the means of meta-memory skills attributed to gender, but there were statistically significant differences due to the grade in favor of Grade 11. According to the findings of the recent study, it is critical to establish a program which can develop the meta-memory skills among students, particularly those with moderate or low achievement