Objective: This study was conducted with the aim of investigating the relationship between cognitive and evaluation strategies on the academic progress of students of the University of Medical Sciences
Methodology: In terms of method, this research is one of applied research and in terms of how to implement descriptive-survey research. The statistical population of the research is all the students of Shiraz University of Medical Sciences in the academic year 2022-2023, whose number is 604 including (258 women and 346 men), using Morgan's table and stratified random sampling, the number of 236 people including (101 women and 135 men) ) was selected as a sample. The research data was collected using the questionnaire of cognitive strategies, academic progress and evaluation. The content validity of the research questionnaires was confirmed by experts. The resulting data were analyzed using Spss software.
Results: According to the F value and p-value related to the main research question which is less than 0.05, it can be concluded that the regression is significant at the 0.05 level. The value of the coefficient of determination was obtained from the test equal to 0.291 and this coefficient of determination shows that 0/291 of the changes related to the academic progress of the students are explained based on their cognitive and evaluation strategies. The correlation coefficient obtained from the test is positive and equal to 0.539.
Conclusion: The research results showed that cognitive and evaluation strategies have a significant effect on students' academic progress.