The effect of cognitive and metacognitive strategies in academic achievement: A systematic review

2017 ◽  
Vol 3 (1) ◽  
pp. 313-322 ◽  
Author(s):  
Maryam Fooladvand
Keyword(s):  
Systematic Review ◽  
Academic Achievement ◽  
Metacognitive Strategies ◽  
Cognitive And Metacognitive Strategies

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.

scholarly journals Metacognitive Awareness of Undergraduate Students in Relation to their Academic Achievement

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Dr. Neena Sawhney ◽  
Dr. Sneh Bansal
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Cognitive Processes ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Learning Path ◽  
Significant Difference ◽  
Metacognitive Awareness Inventory ◽  
The Relationship ◽  
Cognitive And Metacognitive Strategies

Metacognition is an individual’s knowledge of their own cognitive processes and their ability to control these processes by organizing, monitoring and modifying them as a function of learning. Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course. Learning cognitive and metacognitive strategies offers students the tools to “drive their brains.” Being metacognitive can be likened to being more conscious, reflective, and aware of one’s progress along the learning path. The present study was undertaken to find out the relationship between metacognitive awareness and academic achievement of undergraduate students. The sample of the study comprised of 100 undergraduate students from various colleges of Chandigarh. Metacognitive Awareness Inventory (MAI) by Schraw & Dennison (1994) was used to measure the metacognitive awareness. The findings revealed a significant difference in academic achievement of undergraduate students with high and low scores in metacognitive awareness.

scholarly journals How does academic achievement relate to cardiorespiratory fitness, self-reported physical activity and objectively reported physical activity: a systematic review in children and adolescents aged 6–18 years

2017 ◽  
Vol 52 (16) ◽  
pp. 1039-1039 ◽  
Author(s):  
Adilson Marques ◽  
Diana A Santos ◽  
Charles H Hillman ◽  
Luís B Sardinha
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Academic Achievement ◽  
Children And Adolescents ◽  
Cardiorespiratory Fitness ◽  
Inclusion Criteria ◽  
Eligibility Criteria ◽  
Cross Sectional ◽  
Explanatory Variables ◽  
The Relationship

ObjectiveThis report aimed to systematically review the evidence for a differential association between objective and self-reported physical activity and cardiorespiratory fitness on academic achievement.DesignSystematic review.Data sourcesStudies were identified from searches in Embase, Education Resources Information Center, PubMed, PsycINFO, SPORTdiscus and Web of Science databases from January 2000 to December 2016.Eligibility criteria for selecting studiesEligibility criteria included cross-sectional, longitudinal and interventional study designs. Outcomes included students’ school grade or a standardised test or measure of academic achievement. Explanatory variables were cardiorespiratory fitness and objective and self-reported physical activity. Inclusion criteria included school-aged children and adolescents aged–18 years (or students from primary to secondary school when student’s participants age was not described) and articles published in English, Portuguese or Spanish.ResultsA total of 51 articles met inclusion criteria: 41 cross-sectional, 2 intervention and 8 longitudinal studies. Results from 11 studies were inconsistent regarding the relationship between objectively measured physical activity and academic achievement. Ten of the 16 articles reported positive associations between self-reported physical activity and academic achievement. From the 22 studies that analysed the relationship between cardiorespiratory fitness and academic achievement, it was verified that they all generally support the beneficial effect of cardiorespiratory fitness on students’ academic achievement.ConclusionHigher cardiorespiratory fitness may be important to enhance children and adolescents’ health and, additionally, academic achievement. Due to a lack of consensus across studies, methodological issues associated with the assessment of physical activity should be considered when investigating physical activity and academic achievement.

scholarly journals Peran Strategi Metakognitif dengan Bantuan Metode PQ4R pada Prestasi Akademik Mahasiswa PIAUD Di Institut Agama Islam Sunan Giri Bojonegoro

2018 ◽  
Vol 3 (2) ◽  
pp. 162-171
Author(s):  
Eshthih Fithriyana
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Data Analysis ◽  
Significant Role ◽  
Learning Process ◽  
Metacognitive Strategies ◽  
Student Academic Achievement ◽  
Islamic Religion

This study is a study study that analyzes the role of metacognitive strategies with the help of the PQ4R method on academic achievement of PIAUD students at the Sunan Giri Bojonegoro Institute of Islamic Religion. Students in this case are students who follow the learning process in higher education who are required to equip themselves with standardized competencies created with academic achievement, as a provision to take positions and support in an increasingly competitive world of work. Based on the results of data analysis of interviews, observations and questionnaires showed that the use of metacognitive strategies with the help of the PQ4R method had a significant role in student academic achievement in cognitive courses.

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