scholarly journals What Students Feel in School Influences the Strategies They Use for Learning: Academic Emotions and Cognitive/Meta-Cognitive Strategies

2014 ◽  
Vol 8 (1) ◽  
pp. 18-27 ◽  
Author(s):  
Ronnel B. King ◽  
Shaljan Areepattamannil
Keyword(s):  
Positive Emotions ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
School Students ◽  
Academic Emotions ◽  
Cognitive Elaboration ◽  
Different Types ◽  
Cognitive And Metacognitive Strategies

The aim of this study was to investigate how academic emotions were related to cognitive and metacognitive strategy use. Secondary school students (N = 1,147) participated in this study and answered relevant questionnaires on academic emotions (enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom) and the use of various cognitive (elaboration, organisation, and rehearsal) and metacognitive strategies (planning, monitoring, regulating). Results of the analyses indicated that students who experienced positive emotions were more likely to use different types of cognitive and metacognitive strategies. Negative academic emotions were found to be non-significant predictors of strategy use. Implications are discussed.

scholarly journals Changes in Students' Cognitive and Metacognitive Strategy Use over Five Years of Secondary Schooling

2015 ◽  
pp. 1-19 ◽  
Author(s):  
Helen Askell-Williams ◽  
Michael J. Lawson
Keyword(s):  
Metacognitive Strategies ◽  
Strategy Use ◽  
Metacognitive Knowledge ◽  
Metacognitive Strategy ◽  
Growth Trajectories ◽  
Secondary Schooling ◽  
Explicit Teaching ◽  
Quality Learning ◽  
Cognitive And Metacognitive Strategies ◽  
Over Time

As students progress through school, we expect that their knowledge about the various subject matters, such as biology or maths, becomes more extensive, well structured, and readily available for application in diverse contexts. This chapter reports the authors' enquiry about whether students' cognitive and metacognitive knowledge and strategies do grow during secondary school. Questionnaires were administered to students in three South Australian secondary schools in each of five consecutive years. Hierarchical linear modelling was used to investigate changes in students' responses over time. Results showed little change in students' reports of their cognitive and metacognitive strategy use. The disappointing growth trajectories suggest that cognitive and metacognitive strategies for learning are not subject to the explicit teaching and evaluation processes applied to other school subjects. Questions are raised about whether schools and teachers value and recognise the importance of cognitive and metacognitive strategies for good quality learning across subject domains.

scholarly journals METACOGNITIVE STRATEGIES IN TEACHING SPEAKING AT JUNIOR HIGH SCHOOL

2019 ◽  
Author(s):  
Muhammad Idris
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
School Students ◽  
Post Test ◽  
Speaking Skills

This research aimed to find out the student ability in speaking at students at Junior High School 2 Panca Rijang and this study is the result of a report from a case study on the effect of metacognitive teaching on speaking ability of low-ranking junior high school students, the metacognitive strategy influences students' speaking achievement, namely by conducting a pre-test in one group and the design of the post-test was conducted to support the findings in the results of learning speaking after training. In design, observation and qualitative questionnaires were conducted to see the process of students in learning speaking procedural knowledge of metacognition in speaking. This research applying metacognitive strategies that are developed as a way of learning. Subject, selected by simple random sampling, are 20 first grade junior high schools, Comparison of pre-test and post-test scores will show metacognitive strategy can help students who are less skilled improve their speaking skills. The results show the view that metacognitive strategy can help students with speaking skills who are less skilled improve their speaking skills, but from the overall results there still appear to be some limitations for those who are skilled with minimal results.

Teaching about Learning: The Effects of Instruction on Metacognition in a Sociological Theory Course

2019 ◽  
Vol 47 (4) ◽  
pp. 325-338
Author(s):  
Julie A. Pelton
Keyword(s):  
Sociological Theory ◽  
Cognitive Strategies ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Control Group ◽  
Motivation To Learn ◽  
Regression Analyses ◽  
Metacognitive Instruction ◽  
Teaching Interventions ◽  
Interactive Lecture

This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn. Data were collected over seven semesters using a pretest–posttest approach. Comparison of means showed that students who received metacognitive instruction did not differ significantly from a control group on strategy use, confidence, or motivation. Regression analyses show that metacognitive instruction did lead to greater use of metacognitive strategies. While instruction in metacognition did not produce all desired effects, this research illustrates the value of incorporating the science of learning in sociology courses.

scholarly journals Comparison of cognitive and metacognitive strategies in the academic achievement of urban and rural students of Eghlid

2019 ◽  
pp. 282-293
Author(s):  
Mohammad Reza Taghieh ◽  
Zohreh Tadayon ◽  
Raziyeh Taghieh
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Pearson Correlation ◽  
Target Population ◽  
Metacognitive Strategies ◽  
Rural Students ◽  
School Students ◽  
Cognitive And Metacognitive Strategies ◽  
Definite Result

This research studies the cognitive and metacognitive strategies with academic success in urban and rural students; gender and place of residence that has not been the result of a definite result on their role in previous research have been gained. The present research is a correlation type and is an applied research. The aim of this study is to improve the level of learning. The target population of the high school students in Eghlid city is 269 people. A sample of 241 people was randomly selected and researched. The number of samples is specified according to the Morgan table. Pearson correlation and (T) test were used for two independent groups. The obtained result indicates that cognitive and metacognitive strategies in academic achievement, gender, and location are also effective in these strategies, so that female students are more than boys and student's Urban uses both types of strategy more than rural students.

Investigating EFL Teachers' Attitudes towards the Effectiveness of Reading Metacognitive Strategies Regarding Their Academic Degrees

2016 ◽  
Vol 8 (1) ◽  
pp. 26
Author(s):  
Hanieh Garmabi ◽  
Gholamreza Zareian
Keyword(s):  
High School Students ◽  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
Effective Teacher ◽  
School Students ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Beliefs And Attitudes ◽  
Do So

<p>Xu (2012) stated that teachers' beliefs are more influential than teachers' knowledge on determining their teaching activities, so effective teacher beliefs about learners are of importance, and are considered as integral components of effective teaching. In other words, teachers' beliefs influence teacher consciousness, teaching attitude, teaching methods, teaching policy, and also strongly influence teaching behavior and learner development (Xu, 2012). With such an importance in teachers' beliefs and attitudes, this study tried to explore the teachers' attitudes towards the effectiveness of reading metacognitive strategies which are used by high school students. To do so, 91 teachers holding BA and MA degrees were chosen as the participants of study. They all had an experience of teaching English at different high schools of three Cities in Iran. These participants were asked to complete 34 item thesis questionnaire which investigated the teachers' attitudes toward the effectiveness of reading metacognitive strategy use. The results of statistical analysis indicated that although teachers holding MA and BA degrees had the same attitudes about pre-reading metacognitive strategies, they had significantly different attitudes about reading and post-reading metacognitive strategies.</p>

scholarly journals Conciencia emocional en situaciones motrices cooperativas lúdicas y expresivas en bachillerato: perspectiva de género

2019 ◽  
Vol 37 (1 Mar-Jun) ◽  
pp. 195-212
Author(s):  
José Ignacio Alonso Roque ◽  
Marta Marín Guillén ◽  
Juan Luis Yuste Lucas ◽  
Pere Lavega Burgués ◽  
Gemma Gea García
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Positive Emotions ◽  
Negative Emotions ◽  
School Students ◽  
Different Types

El propósito del presente estudio fue analizar las emociones suscitadas en situaciones motrices de cooperación lúdicas y expresivas en clase de Educación física. Para ello se administró el Cuestionario “Games and Emotions Scale” (GES) al término de cada sesión a 24 estudiantes de primero de Bachillerato. El estudio fue descriptivo, correlacional y comparativo, con dos condiciones en las que se tomaban los datos, las cuales eran los dos tipos de sesiones de la unidad didáctica realizada. Los resultados indican que independientemente del género y del tipo de sesión, se valoran como más intensas las emociones positivas, después las ambiguas y por último las negativas. The aim of this study was to investigate the emotions experienced by eleventh grade students in physical education classes involving motor cooperative situations in ludic and expressive contexts. Data were obtained through the administration with 24 high school students of the questionnaire “Games and Emotions Scale” (GES) at the end of each session. The study was descriptive, correlational and comparative, and included two conditions (the two different types of teaching sessions). Results indicate that, regardless of gender and type of session, positive emotions are held to be the most intense, followed by ambiguous and negative emotions.

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