Self-reports on students' learning processes are academic metacognitive knowledge
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Data de Publicação: | 2014 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722014000300472 |
Resumo: | The current study postulates that students' self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge (AMcK). We investigated, using Structural Equation Modeling (SEM), three hypotheses: (a) AMcK explains the variance of factor scores of students' learning approaches (SLA) and academic motivation (AM); (b) AMcK is distinct from working metacognition (WMC); and (c) AMcK has incremental validity, beyond WMC, on the explanation of general academic achievement (GAA) variance. Two tests (indicators of WMC) and two scales (indicators of AMcK) were administered to 684 ten-to-eighteen-year-old Brazilian children and adolescents. Annual grades in Math, Portuguese, Geography and History were used as indicators of GAA. The results show that none of the three hypotheses can be refuted. |
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Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
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Self-reports on students' learning processes are academic metacognitive knowledgeMetacognitionapproaches to learningmotivationintelligenceThe current study postulates that students' self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge (AMcK). We investigated, using Structural Equation Modeling (SEM), three hypotheses: (a) AMcK explains the variance of factor scores of students' learning approaches (SLA) and academic motivation (AM); (b) AMcK is distinct from working metacognition (WMC); and (c) AMcK has incremental validity, beyond WMC, on the explanation of general academic achievement (GAA) variance. Two tests (indicators of WMC) and two scales (indicators of AMcK) were administered to 684 ten-to-eighteen-year-old Brazilian children and adolescents. Annual grades in Math, Portuguese, Geography and History were used as indicators of GAA. The results show that none of the three hypotheses can be refuted.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2014-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722014000300472Psicologia: Reflexão e Crítica v.27 n.3 2014reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1590/1678-7153.201427307info:eu-repo/semantics/openAccessGomes,Cristiano Mauro AssisGolino,Hudson Fernandeseng2015-09-21T00:00:00Zoai:scielo:S0102-79722014000300472Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2015-09-21T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Self-reports on students' learning processes are academic metacognitive knowledge |
title |
Self-reports on students' learning processes are academic metacognitive knowledge |
spellingShingle |
Self-reports on students' learning processes are academic metacognitive knowledge Gomes,Cristiano Mauro Assis Metacognition approaches to learning motivation intelligence |
title_short |
Self-reports on students' learning processes are academic metacognitive knowledge |
title_full |
Self-reports on students' learning processes are academic metacognitive knowledge |
title_fullStr |
Self-reports on students' learning processes are academic metacognitive knowledge |
title_full_unstemmed |
Self-reports on students' learning processes are academic metacognitive knowledge |
title_sort |
Self-reports on students' learning processes are academic metacognitive knowledge |
author |
Gomes,Cristiano Mauro Assis |
author_facet |
Gomes,Cristiano Mauro Assis Golino,Hudson Fernandes |
author_role |
author |
author2 |
Golino,Hudson Fernandes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gomes,Cristiano Mauro Assis Golino,Hudson Fernandes |
dc.subject.por.fl_str_mv |
Metacognition approaches to learning motivation intelligence |
topic |
Metacognition approaches to learning motivation intelligence |
description |
The current study postulates that students' self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge (AMcK). We investigated, using Structural Equation Modeling (SEM), three hypotheses: (a) AMcK explains the variance of factor scores of students' learning approaches (SLA) and academic motivation (AM); (b) AMcK is distinct from working metacognition (WMC); and (c) AMcK has incremental validity, beyond WMC, on the explanation of general academic achievement (GAA) variance. Two tests (indicators of WMC) and two scales (indicators of AMcK) were administered to 684 ten-to-eighteen-year-old Brazilian children and adolescents. Annual grades in Math, Portuguese, Geography and History were used as indicators of GAA. The results show that none of the three hypotheses can be refuted. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722014000300472 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722014000300472 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1678-7153.201427307 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
dc.source.none.fl_str_mv |
Psicologia: Reflexão e Crítica v.27 n.3 2014 reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online) instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
collection |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
prc@springeropen.com |
_version_ |
1750134865703993344 |