Metacognitive Orientation of the Class and the Students\' Metacognitive Awareness and Academic Achievement

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Abstract:

Metacognitive Orientation of the Class and the Students' Metacognitive Awareness and Academic Achievement R. Chaalmeh M. Foolaadchang, Ph.D. Given that the metacognitive orientation of a group of students depends on their metacognitive awareness, to assess the strength of this relation and its role in academic achievement, a cluster sample of 213 high school students with the average age of 16.88 years was given two measures on metacognitive orientation and awareness. Data analyses confirmed the existence of a significant and positive relationship between the three constructs. Furthermore, students' metacognitive awareness is a function of classroom interaction, group metacognitive demands, and teachers' support and encouragement; just as academic achievement is best predicted by the same factors. Although there was no gender difference in metacognitive constructs, a significant difference between male and female students in academic achievement was observed. Key words: classroom metacognitive orientation, metacognitive awareness, metacognitive regulation, academic achievement

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Journal title

volume 31  issue 1

pages  173- 192

publication date 2015-06

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