A Study of Translation Students' Self-Regulation and Metacognitive Awareness in Association with their Gender and Educational Level

Abstract

The present study sought to investigate the probable link between Iranian English translation studies students' metacognitive awareness, self-regulation, and gender. Furthermore, the role of educational level of translation students in metacognitive awareness and self-regulation was explored. For the purpose of the study, a sample of 230 M.A and B.A senior English translation students comprised the participants of the research. They were asked to complete two questionnaires of Metacognitive Awareness Inventory (MAI) and Self-regulation Trait (SRT).The Metacognitive Awareness Inventory (MAI) was developed by Schraw and Dennison (1994) and consists of 52 statements. It measures two components of metacognition: metacognitive knowledge and metacognitive regulation. Metacognitive knowledge comprises three subscales: Declarative knowledge, Procedural knowledge, and Conditional knowledge. Metacognitive regulation consists of five subscales: Planning, Information management, Monitoring, Debugging, and Evaluation. The self-regulation trait (SRT) questionnaire was designed by O'Neil and Herl (1998). It was developed based on Zimmerman's self-regulation model. It consists of 32 Likert-scale questions. The scale seeks to measure metacognition and motivation dimensions. Each dimension comprises two sub-scales. Meta-cognition covers the constructs of planning and self-monitoring, and motivation contains effort and self-efficacy. Independent samples t-tests were run to investigate the role of gender and educational level in the level of translation students' metacognitive awareness and self-regulation. The results of t-test demonstrated that there are not any differences between male and female translation students regarding metacognitive awareness and self-regulation. It was also found that there is a negative significant impact of educational level on total metacognitive awareness, and some components of metacognitive awareness: declarative knowledge, conditional knowledge, and evaluation. In other words, MA students were shown to have higher levels of metacognitive awareness in comparison with their BA counterparts. Finally, no significant differences between educational level and self-regulation were obtained.

Mapping metacognitive awareness of Chinese language learners

“…Garzón, et al [6] and Nunaki, et al [12] found that between man and women have no significant differences in metacognitive skills (cognition knowledge and cognition regulation). While Hashempour [18] found that between male and female translation students did not different significatly in metacognitive awareness and self regulation. The result of the present study is in line with the first group researches in the context of metacognitive knowledge, as the result analysis of metacognitive knowledge between male and female learners indicate insignificant difference.…”

“…In contrast, other studies showed that male and female have no significant difference in metacognitive. Such as finding of several studies [6], [12], [18], [29]. Garzón, et al [6] and Nunaki, et al [12] found that between man and women have no significant differences in metacognitive skills (cognition knowledge and cognition regulation).…”

“…More detail explored on metacognition in some research reports, there are several studies have been carried out by researchers. They discussed various type of metacognition such as metacognitive skills [6]- [12], metacognitive strategy [13]- [16], metacognitive judgement [17], and metacognitive awareness [18]- [36].…”

Perceived control decisions in preparation for a summative achievement test in higher education

“…Our work suggests that students' self-efficacy strongly influences the effectiveness of test preparation. Hashempour et al (2015) refer to this under or overestimation as metacognitive miscalibration. Bangert-Drowns et al (1991) and Fritzsche et al (2018) showed that the learners' initial state, with self-efficacy as one characterisation, is a factor in monitoring accuracy and therefore also in making high quality control decisions.…”

The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students

“…An examination of the findings of the studies shows that strategies based on self-regulation are effective in the development of language skills. In addition, there are also quantitative (relational, descriptive and survey type) studies examining the variables related to self-regulated learning (motivation, metacognition, attitude, and academic achievement) (Adıgüzel & Orhan, 2017;Aktan, 2012;Altun, 2005;Cabı & Yalın, 2011;Cera et al, 2013;Dent & Koenka, 2016;Dursun Sürmeli & Ünver, 2017;Gouin, 2012;Hashempour & Ghonsooly, 2015;Kaya, 2019;Özbay, 2008;Pintrich & De Groot, 1990;Sieben, 2013;Soureshjani, 2011;Tılfarlıoğlu & Delbesoğlugil, 2014;Turan & Demirel, 2010;Üredi & Üredi, 2005;Üredi & Erden, 2009;Yalçın & Karadeniz, 2016;Yüksel, 2013), measuring the effect of different learning methods and techniques on self-regulation (Arsal, 2010;Arslan, 2008;Güvenç, 2010;Hatami, 2015;Karaoğlan Yılmaz et al, 2018;Koç & Shirtssiz, 2009;Platt, 2016;Salvador de Arana, 2018;Sever, 2019;Talan & Gülseçen, 2018), examining the effect of self-regulated education on academic achievement (Arslantaş & Kurnaz, 2017;Doostian, Fattahi, Goudini, A'zami, Massah, & Daneshmand, 2014;Jeweler Vardar & Arsal, 2014;Schraw et al, 2006;Yıldız & Saban, 2016), scale development or adaptation based on self-regulation <...>…”