ERIC Number: ED392348
Record Type: RIE
Publication Date: 1996
Exploring Metacognitive Awareness and Perceived Attributions for Academic Success and Failure: A Study of At-Risk College Students.
El-Hindi, Amelia E.; Childers, Kristyn D.
This study examined the metacognitive awareness and perceived attributions for academic outcomes for a population of at-risk college students. Participants in this study were 78 university students who, as a condition of re-admittance to the university, were required to enroll in an academic support course. All participants had a grade point average below 2.0 and were considered at-risk for completing their programs. Situation-specific questionnaires were used to assess participants' metacognitive awareness and reported attributions for successful and unsuccessful academic outcomes. The underlying attribution dimension studied was controllability. Results indicated that these at-risk students may be able to gain in metacognitive awareness as a result of instruction in academic study skills. A significant correlation between participants' metacognitive awareness score and total score for controllable attributions for success suggested that participants who tended to be more aware of their reading processes also tended to attribute success to causes within their control. Also, while students attributed academic success to note-taking and attending class, they did not attribute their academic failures to the lack of these activities. Findings suggested the need for training in metacognitive awareness and attribution training within academic support courses. (Contains 38 references.) (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (New Orleans, LA, January 1996).