The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students

Vettori, Giulia; Vezzani, Claudio; Bigozzi, Lucia; Pinto, Giuliana

doi:10.3389/fpsyg.2018.01985

Cited by 23 publications

(17 citation statements)

References 55 publications

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“…It is also an essential strategy associated with academic achievement and problem-solving abilities. The development of modeling strategies of students is influenced by metacognition when the effects of self-checking, cognitive strategy, awareness, and planning are considered ( Vettori et al., 2018 ). Students who carry-out better self-check reflect higher development in their modeling abilities as compared to those who are less skillful in self-checking.…”

Section: Theorymentioning

confidence: 99%

Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

Abdelrahman

2020

Heliyon

118

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Metacognition is the ability of learners to take necessary steps to plan suitable strategies for solving the problems they face, to evaluate consequences and outcomes and to modify the approach as needed, based on the use of their prior knowledge. Metacognition helps learners to successfully achieve a personal goal by choosing the right cognitive tool for this purpose. The study, therefore, aims to explain the relationship and impact of metacognitive awareness and academic motivation on student's academic achievement. This descriptive and correlational study design has included 200 students (60 males) studying sociology in the College of Mass Communication and Humanities at Ajman University, UAE. Academic intrinsic motivations scale and the metacognitive awareness inventory were used as instruments. PLS-SEM was used to examine the relationship between metacognitive awareness and academic motivation, and their impact on academic achievement. Females obtained significantly higher levels than males on the two scales of metacognitive awareness, as shown in metacognitive knowledge. Females reported a higher-level academic extrinsic motivation than males. There is a highly significant correlation between the students' academic achievement and academic motivation; academic achievement and academic intrinsic motivation; academic achievement and academic extrinsic motivation. Metacognitive awareness is a major contributor to success in learning and represents an excellent tool for the measurement of academic performance.

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Section: Theorymentioning

confidence: 99%

Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

Abdelrahman

2020

Heliyon

118

View full text Add to dashboard Cite

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“…Cho & Shen, 2013;Vrugt & Oort, 2008). Vettori et al (2018) show that metacognition plays no role, while Sperling et al (2004) document that three metacognitive measures were negatively related to standardized college admissions test (SAT) math scores.…”

Section: Background Literaturementioning

confidence: 99%

“…One issue that may explain these mixed results concerns the diverse SRL terminologies and conceptual overlaps between them (Craig et al, 2020;Creer, 2000;Sperling et al, 2004;Zeidner et al, 2000). Craig et al (2020, p. 168) point out that "a lack of consensus regarding a theoretical organization of metacognition, and available self-report questionnaires reflect this lack of consensus" (see Ohtani & Hisasaka, 2018;Vettori et al, 2018, for a discussion of other factors). Although concerns with the multitude of SRL taxonomies are legitimate, parallel findings between metacognitive and motivational components warrant further attention.…”

Section: Background Literaturementioning

confidence: 99%

Online Self-Regulated Learning and Achievement in the Era of Change

Rivers

Nakamura

Vallance

2021

Journal of Educational Computing Research

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As education is remodelled to online solutions, instructors and students are required to adapt their teaching and learning through different forms of monitoring, regulation and assessment. This remodelling requires conceptual and philosophical reflection relating to stakeholder roles and the relationship between learners and teaching materials within digital learning spaces. With a sample of 276 student participants, this article reports from a Japanese university which shifted all regular face-to-face lectures online at short notice during 2020. Self-regulated learning is drawn from to test a primary thesis that online self-regulated learning impacts achievement. It was hypothesized that metacognitive skills provide the foundation for online self-regulated learning but are not able to exert a direct effect on achievement as such skills must be mediated through applied behavioral action. Three criterion models indicated limited achievement effect sizes between 11.1% and 12.6%. The outcomes are discussed in relation to online learning and pedagogies relevant to distance education in the era of change.

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“…There is a difference between the student's description of his/her concept of learning and the description of his/her approach to learning. When the student describes his/her approach to learning, he/she will be engaged in a thinking and reflection process in responding to the learning task, with his/her focus is on the matter he/she learns (Vettori, Vezzani, Bigozzi, & Pinto, 2018). But, when the student describes his/her concept of learning, he/she is engaged in a thinking and reflection process in the learning itself, with his/her focus is on learning its general meaning (Boulton-Lewis et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Student's Concepts of and Approaches to Learning and the Relationships Between Them

Alkhateeb

Milhem

2020

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The study attempted to characterize students’ conceptions of learning and approaches to learning and revealing the correlation between the students’ concepts and approaches to learning. The researchers used qualitative content analysis and a descriptive approach. The study population comprised 90 male and female students of the Faculty of Educational Science in the HU University, Jordan, during the 2019/2020 academic year. The quantitative concepts were dominating among students (87.77%), especially the concept of learning as a knowledge increase (33.33%). On the other hand, the qualitative concepts of learning were low (12.22%), especially on the person change (2.22%). In addition, there was an emergence of a new concept of learning outside the traditional concepts, namely learning as exam preparation. The results showed that the deep approach to learning was low, and the surface approach to learning was high. The results further showed a correlation between the quantitative concepts of learning and the surface approach to learning, as well as a correlation between the qualitative concepts of learning the deep approach to learning. Hence, the general conclusion implies that if teachers are to place learners at the heart of the learning process, they must be aware of the concepts of learning and learning approaches of the students.

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The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students

Cited by 23 publications

References 55 publications

Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

Online Self-Regulated Learning and Achievement in the Era of Change

Student's Concepts of and Approaches to Learning and the Relationships Between Them

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