Investigating the relationship between Metacognitive awareness and academic self-concept, attitude toward school and social adjustment of students
Subject Areas : Educationفرانک Mousavi 1 , عمران Badri 2
1 - استادیارگروه مدیریت آموزشی، واحد کرمانشاه، دانشگاه آزاد اسلامی،کرمانشاه، ایران.
2 - کارشناسی ارشد تکنولوژی آموزشی. دبیر آموزش و پرورش
Keywords: academic self-concept, : Metacognitive awareness, attitude toward school and social adjustment,
Abstract :
This study examined the relationship between metacognitive awareness and academic self-concept, attitude toward school and social adjustment of first year high school students are Sarpolzohab city. Data collection methods was field research and was conducted with referring to the population and selection of subjects from among them. Furthermore, information of the conceptual framework and the theoretical discussion were gathered by referring to scientific sources and the library lady. Using multistage cluster sampling method, 223 patients were randomly selected from among all 530 students in the boy Daily (state) schools of Sarpolzohab city busy studying in the academic year of 13 91-92. Measurement tools included: metacognitive awareness questionnaire (MAI) by Shrav Vdnysvn (..year..), academic self-concept questionnaire (ASCQ) by Marsh(…), questionnaire on attitude toward school (ASSA-R), and the California Personality Test. Pearson Product moment correlation was used to analyze the data. The results were as follows: meta-awareness and self-concept among first-year secondary school students in Sarpolzohab city were significantly correlated. The correlation between metacognitive awareness and attitudes among secondary school students in the first year was significant and finally, metacognitive awareness and social adjustment of middle school students in the first year significant level were correlated significantly.
Arsal, Z. (2010). the effects of diaries on self-regulation strategies of pre-service science teachers .International Journal of Environmental & Science Education, 5(1): 85-103.
Bradford, S. B., & Steve, W.J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning and adaptability. Journal of Applied Psychology, 93(2): 296-316.
Cartwright . Hatton, S. , & Wells, A. (1997). Beliefs about worry and intrusions: The metacognitions questionnaire. Journal of AnxietyDisorders. 11: 279 . 315.
Davey, G. L. , & Wells, A. (2006). Worry and its psychologicaldisorders. John Wiley & Sons, Ltd, England.
Flavell, J. H. & Flavell, R.F. (2004). Development of children intuitions about thought actionrelations. Journal of cognition and development, 5(4): 451- 460.
Haffman, B., & spatariu, A. (2008). The influence of self – efficacy and metacognitive promoting on math problem solving efficiency. Contemporary Educational psychology. 33(4): 875-893.
Karimi, F; Salari Far, M.H. (2004). Comparison of levels of cognitive science and educational courses for students in mathematical problem solving ability. Psychological Science, 3 (9): 50-65.
Khodayari Farad, M; Nasafat, M; Ghobari Bonabb, B; Shokohi Yekta, M; Be pazhoh, A. (2002). Factors associated with children's social adjustment of veterans and Ghyrjanbaz Tehran. Final report of research project under the supervision of the Oppressed and Veterans Foundation of the Islamic Revolution.
Khojaste mehar, R; abass por, Z; Karaii, A; kochaki, A. (2012). The effectiveness of academic achievement and self-concept on academic performance, attitude toward school, students learn how to succeed in school and social adjustment. Journal of School Psychology, Spring 2012 Volume 1, Issue 1, pp. 45-27. .(in Persian)
Lin XD, Schwartz DL, Hatano G. Toward Teachers’ Adaptive Metacognition. Educational Psychologist. 2005; 40(4): 245- 255.
Mesar Abadi, J. (2010). Standardization and exploratory factor analysis of the revised questionnaire measuring attitudes toward school. Education, Third Year, No. 12, Winter, pp. 120-107.
Mohseni, N. (2004). Theories of developmental psychology. First edition, Tehran: Publication Pardiss. .(in Persian)
Mostafaii, A; Mahbobi, T. (2006). Thinking and metacognition: concepts, theory and application. Tehran: Publication porsesh. .(in Persian)
Nik Dell, F; Kadivar, P; Farzad, V; Arab Zade, M; Kavosiyan, J. (2012). Relationship between academic self-concept, academic emotions, positive and negative self-learning. Journal of Applied Psychology, Year 6, No. 1 (21), Spring, pp. 119-103.
Pintrich, P. R. (2000). The role of goal orientation in self-regulating learning. In Bockarts, M. Pintrich, P. R. & Zeinder, M. (ed). Handbook of self-regulation. Academic Press, San Diego, CA, 451-502.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self- regulated learning in college students. Educational Psychology Review, 16(4): 385- 407.
Safari, Y. Marzoqi, R. (2009). Evaluation of curriculum books, school science curriculum guide for teaching and learning objectives in terms of the components of metacognition and metacognitive awareness of students. Journal of Learning, 59 (2), 177-100.
Safari, Y; Karami Matin, B; qare Tape, A; Rezai, M. (2012). Effects of metacognitive strategy training on students' metacognitive awareness of Kermanshah University of Medical Sciences.
Saif, A.A. (2007). Educational Psychology (Learning in Education), Tehran: Agah. .(in Persian)
Salari Far, M.H; Mazaheri, M.A. (2010). Relationship between cognition and metaphor with Self-regulation.Journal of psychological events, year 12, No. 4, pp. 68-60. .(in Persian)
Salari Far, M.H; Pakdaman, Sh. (2009). Cognitive component of state academic performance. Journal of Applied Psychology martyr Beheshti University, No. 12, pp. 112-102. .(in Persian)
Salari Far, M.H; poor Etemad, H. R. (2011). Metacognitive beliefs about depression and anxiety disorders. Journal - Lorestan University of Medical Sciences (finding), Volume 13, Number 4, pp. 74-63. .(in Persian)
Salari Far, M.H; Poor Etemad, H.R, Haidari, M; Asghar Nezhad Farid, A.A. (2011). Beliefs and cognitive status, barriers or facilitators of concern. Journal of Counseling and Psychotherapy, Second Year, No. 5, Spring, pp. 93-77. .(in Persian)
Salari far, M; pakdaman, Sh. (2012). Cognitive component of mode in order to save. Journal of Applied Psychology, Year 6, No. 2 (22), Summer, pp. 106-91.
Schunk, D. H. (2008). Metacognition, self- regulation, and self- regulated learning: Research recommendation. Educational Psychology Review, 20(4): 463-467.
Son, L.K.,& Metcalfe, J. (2000). Metacognitive and control strategies in study time allocation. Journal of Experimental psychology: Learning, Memory and cognition, 26, 204- 221.
Sperling, R. A.;Howard, B. C., & Staley, R. (2004). Metacognition and self-regulated learning constructs. Educational Research and Evaluation, 10(2):117-139.
Tok, H., Ozgan, H., & Dos, B. (2010). Assessing metacognitive awareness and learning strategies as positive predictors for success in distance learning class. Mustafa Kemal University Journal of social sciences institute, 7(14): 123-134.
Wells, A. , & Papageorgiou, C. (1995). Worry and the incubation of intrusive images following stress. Behavior al Research and therapy.33: 579-583.
Zare, H; Mohamadi ahamad abadi, N. (2011). Effects of metacognitive instruction on students' mathematical problem solving. Quarterly Journal of new approaches in educational administration, second, No. 3, Fall, pp. 161-176.(in Persian)
Zohar, A. (1998). Teachers’ metacognitive knowledge and the instruction higher order thinking. School of Education, the Herbrew University, Jerusalem, Israel. 15, 413- 429.