Metacomprehension skills and their relationship to academic stress among a sample of Al-Azhar University students

     The current research aimed to know the level of both metacomprehension skills and academic stress among a sample of Al-Azhar University students, to know the relationship between metacomprehension skills and academic stress, to identify the extent to which academic stress can be predicted from metacomprehension skills, and to reveal the differences in both metacomprehension skills and academic stress according to the difference in specialization (literary, scientific). The researchers used the descriptive, correlational, differential approach. The research used the following instruments prepared by the researchers: a scale of metacomprehension skills, a scale of academic stress. The research resulted in the following results: a high level of metacomprehension skills among a sample of students at the Faculty of Education for Boys in Cairo, Al-Azhar University, a low level of academic stress, a statistically significant negative relationship between metacomprehension skills and academic stress, the possibility of negatively predicting academic stress through metacomprehension skills, there were no statistically significant differences in metacomprehension skills due to the specialization (literary, scientific), and there were no statistically significant differences in academic stress due to the specialization (Literary, scientific). The results were discussed and interpreted in light of the theoretical framework of the research, previous research and studies, and the researchers’ interpretation. The research concluded by presenting some recommendations and suggested future research and studies.