The Mediating Role of Metacognition Between Executive Functions and Self-Regulated Learning in Students

Subject Areas : Educational Psychology

bagher sardari ¹

1 - Department of educational science, khoy Branch, Islamic Azad University, khoy, Iran

Received: 2018-10-28 Accepted : 2019-07-14 Published : 2021-05-22

Keywords: Metacognition, self-regulated learning, executive functions,

Abstract :

The aim of this study was to determine the mediating role of metacognition between executive functions and self-regulated learning in students. This research was a correlation study using structural equation analysis. The statistical population of the study included all junior high school students in Mako city of 5000 people. From this population, 370 people were selected by stepwise cluster sampling using Sloven formula. Data collection tools included Wisconsin Card Classification Test (WCST), Self-Regulated Learning (MSLQ), and Metacognitive Beliefs (MCQ). Data analysis was performed using Pearson correlation and structural equation analysis. Data analysis showed that the direct path from executive functions to self-regulated learning, and metacognitive beliefs, and the direct path from metacognitive beliefs to self-regulated learning were statistically significant. Also, executive function indirectly predicts self-regulated learning through metacognition (p <0.05). According to the results, it can be argued that executive functions directly and also indirectly through metacognition play an important role in students' self-regulated learning

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شکل (1) ضرایب تاثیر کارکردهای اجرایی بر یادگیری خودتنظیم از طریق باورهای فراشناختی Figure (1) Coefficients of the effect of executive functions on self-regulated learning through metacognitive beliefs

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Garner, J. (2009). Conceptualizing the relations  between executive functions and self-regulated  learning. Journal of Psychology, 4(143): 405- 426.

Ghasemi Fard Vasheh, L. (2015). Comparison of cognitive disorders, psychological response and cognitive emotion regulation in people with borderline personality disorder and normal people. Master Thesis in General Psychology, Payame Noor University, Alkan-Berlin Overseas Branch [In Persian].

Gyurak, A., Goodkind, MS., Madan, A., Kramer, J. H., Miller, B. L., & Levenson, R. W. (2009). Do tests of executive functioning predict ability to downregulate emotions spontaneously and when instructed to suppress. Cogn Affect Behav Neurosci, 9(2): 144-52.

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Hong, E. (2020). Metacognition. Reference Module in Neuroscience and Biobehavioral.

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Hughes, C. (2011). Changes and challenges in 20 years of research into the development of executive functions. Infant and Child Development, 20(3): 251-71.

Irak, M., Çapan, D. (2018). Beliefs about Memory as a Mediator of Relations between Metacognitive Beliefs and Actual Memory Performance. J Gen Psychol. 145(1): 21-44.

Karami, B., Karami, A., & Hashemi, N. (2013). The effectiveness of teaching cognitive and metacognitive strategies on creativity, achievement motivation and academic self-concept. Innovation and Creativity in the Humanities, 2(4): 139-121 [In Persian].

Karshki, H. (2014). The role of motivational patterns and environmental perceptions in self-regulated learning of third grade high school male students. PhD Thesis, Faculty of Psychology and Educational Sciences, University of Tehran [In Persian].

Kilis, S., & Yıldırım, Z. (2018). Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation. Computers & Education, (126)(2018): 53-64.

Kim, J. Y., & Lim, K. Y. (2019). Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level, Computers & Education, (138)(1): 116-129.

Kiani, S., Asgari, A., & Salarifar, M. H. (2016). Status of beliefs and metacognitive state and working memory of high school students. Journal of Teaching Research, 4(3): 97-80 [In Persian].

Kline, R. B. (2010). Principles And Practice Of Structural Equation Modeling. NY: Guilford Press.

Mohammadi, Y., Kikha, A., Sadeghi, A., Kazemi, S., & Raisoon, M. R. (2015). The Relationship between Metacognitive Learning Strategy and Control Source with Students' Academic Achievement, Bi-Quarterly Journal of Education Strategies in Medical Sciences, 8(5): 329-323 [In Persian].

Musso, M. F., Boekaerts, M., Segers, M., & Cascallar, E. C. (2019). Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance. Learning and Individual Differences, (71)(2019): 58-70.

Nikpay, I., Farahbakhsh S., & Yousef Vand, L. (2015). The effect of teaching self-regulatory learning strategies (cognitive and metacognitive) on goal orientation in second grade high school girls with sixty days follow-up. Educational Novelty Approaches, 11 (2 consecutive 24): 86-74 [In Persian].

Nodehi, K., Sarami, Gh., & Keramati, H. (2016). Relationship between executive functions and working memory capacity with students' reading performance: the role of age, gender and intelligence. Journal of Cognitive Psychology, 4(3): 44-33. [In Persian].

Phillips, L. H., Tunstall, M., & Channon, S. (2007). Exploring the role of working memory in dynamic social cue decoding using dual task methodology. Journal of Nonverbal Behavior, 31(2): 137-52.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1): 33-40.

Pittman, C. J. (2014). A study of the relationship between college student experiences and achievement [Dissertation]. Virginia: College of William and Mary.Psychology. Encyclopedia of Creativity, 107-112.

Reifen, T. M., Federico, C. M., & Halperin, E. (2010). The  positive  effect  of  negative emotions  in  protracted  conflict:  The  case of  anger. Journal  of Experimental  SocialPsychology, 47(1): 157-164.

Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45: 31-51.

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شکل (1) ضرایب تاثیر کارکردهای اجرایی بر یادگیری خودتنظیم از طریق باورهای فراشناختی Figure (1) Coefficients of the effect of executive functions on self-regulated learning through metacognitive beliefs

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