Academic Engagement and Its Relationship with Metacomprehension and Among University Students

The current research aims to identify: 1- Academic engagement among university students. 2- Metacomprehension among university students. 3-The correlation between academic engagement and Metacomprehension among university students. 4-Differences in the correlation between academic engagement and Metacomprehension among university students according to the variables of Sex (male, female) and specialization (scientific, humanities). 5- The contribution of academic engagement to Metacomprehension. The current research is limited to students of Wasit University of both Sex (males, females) and of the specialization (scientific, humanities) for the academic year (2025 - 2026). The final application sample consisted of (400) male and female students, who were selected using a stratified random method with proportional distribution. In order to achieve the research objectives, the researcher built an academic engagement scale based on the model of (Fradricks et al., 2004). The researcher also adopted the scale of (Moore et al., 1997) for Metacomprehension after translating and adapting it to the Arabic language. The two research scales were presented to a group of expert arbitrators to judge the validity of their items. Then, their psychometric properties were extracted during the application to the statistical analysis sample. After confirming the validity of the two scales, they were applied in their final form to the research sample. After completing the application, the researcher used appropriate statistical methods to analyze the data with the help of the Statistical Package for the Social Sciences (SPSS), and the research results showed the following: 1- University students exhibit academic engagement. 2- University students possess Metacomprehension. 3- There is a positive correlation between academic engagement and Metacomprehension. 4- The results indicated that the differences in the correlation between academic engagement and Metacomprehension were not statistically significant based on Sex or specialization. 5- Academic engagement contributes to Metacomprehension. According of these results, the researcher presented some conclusions, recommendations, and suggestions, as explained in Chapter Four.