Metacognitive and Affective Factors Involved in High and Low Math Achievement

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Metacognitive and Affective Factors Involved in High and Low Math Achievement J. Mesraabaadi, Ph.D. A. Reza'ee, Ph.D. To identify the extent to which different cognitive and affective factors are involved in high and low math achievement, a cluster sample of 313 high and low achieving eight graders in Tabreez was given a set of measures on math achievement, attitude towards school, and cognitive/metacognitive knowledge and strategies. Data analyses show that the two achievement groups are distinguishable by the use of both cognitive and metacognitive strategies, academic self-concept, and valuing school goals. The same four factors were involved in distinguishing 67% of both groups. Key words: academic achievement, metacognition, academic affect, diagnosis function

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عنوان ژورنال

دوره 31  شماره 1

صفحات  119- 140

تاریخ انتشار 2015-06

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