The aim of the present study was to determine the mediating role of metacognitive awareness in the relationship between school effectiveness and students' academic optimism. The method of the research was descriptive correlational. The statistical population included al More
The aim of the present study was to determine the mediating role of metacognitive awareness in the relationship between school effectiveness and students' academic optimism. The method of the research was descriptive correlational. The statistical population included all students of the 11th grade of the second period of secondary school in Zanjan in the academic year of 2022-2023 totaling to 5600 people, of which 300 people were recruited based on Morgan’s table after consulting with university professors. The research tools for data collection were three school effectiveness questionnaires of Hoy (2009), Techanen-Moran (2013) academic optimism and Mokhtari and Richard (2002) metacognitive self-awareness. Structural models with partial least squares approach were used for data analysis. The results of the analysis showed that the direct effects of school effectiveness on academic optimism (t=4.96, p=0.000) and metacognitive self-awareness (t=4.38, p=0.02), and metacognitive awareness on academic optimism (t=9.96, p = 0.000) were significant. Also, the indirect effect of school effectiveness on academic optimism with the mediation of metacognitive self-awareness was also significant (t=9.37, p=0.001). Finally, the proposed model has a good fit.
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Abstract The aim of this study was to investigate the relationship between cultural intelligence and intelligence beliefs with metacognitive awareness and academic performance of students of Islamic Azad University Gaz. The research method was descriptive More
Abstract The aim of this study was to investigate the relationship between cultural intelligence and intelligence beliefs with metacognitive awareness and academic performance of students of Islamic Azad University Gaz. The research method was descriptive and correlational type. A number of the 145 students were selected by simple random sampling. Instruments included a questionnaire Aung cultural intelligence, autonomy and Richard questionnaire metacognitive awareness of reading strategies and beliefs Babaei is intelligence. Data using Pearson correlation and multiple regressions were analyzed. The results showed that between the cognitive and cultural intelligence and academic performance and significant relationship between the behavioral and motivational solidarity there is no cultural intelligence and academic performance. The overall study, study, problem-solving, study support and there is a significant relationship between academic performance. There is a significant relationship between academic performance and increase intelligence beliefs and beliefs correlation between IQ and academic performance there is no substance. Based on regression analysis of predictors, believe incremental intelligence and academic performance is statistically the strongest relationships.
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Abstract &n More
Abstract
In the present study, the relationship between ESL advanced students’ beliefs, metacognition and their strategic reading performance was examined. The study was divided into two phases. In the first phase of the study, three questionnaires were used to investigate the relationship between metacognitive awareness and learners’ beliefs. In the second phase, learners’ strategic reading behavior was explored through think-aloud protocol analysis, retrospective questions and interviews. Through correlational analyses conducted with the entire sample, it was clear that significant positive correlations exist between BALLI and BAR (r =.393). The one-way Anova analyses indicated that the belief variables (BALLI and BAR) accounted for a greater portion of total MQ variance (mean square =.141). The result of the second phase of the study indicated that though the metacognitive knowledge was shown to play no significant role in the strategic reading behavior of the subjects, it proved useful in facilitating the reading performance of the readers. In short, the findings of the study suggest an interaction between beliefs, metacognitive knowledge and strategic reading behavior o f learners. This may mean that in reading instruction, a consideration of these variables can lead to better reading performances.
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