ERIC Number: ED424249
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Metacognitive Awareness Assessment in Self-Regulated Learning and Performance Measures in an Introductory Educational Psychology Course.
Hammann, Lynne A.; Stevens, Robert J.
This study investigated Self-Regulated Learning of 90 college students in an introductory educational psychology course at a large eastern university. Relationships among metacognition, motivational orientation, strategy use, and performance were examined. The study expanded on findings about The Metacognitive Awareness Inventory (MAI) (G. Schraw and R. Dennison, 1994) by using it in an instructional setting. It also examined relationships with The Motivational Strategies for Learning Questionnaire (MSLQ) (P. Pintrich, D. Smith, T. Garcia, and W. McKeachie, 1991) and with performance measures. Students' knowledge of cognition from the MAI was correlated with predictions of test performance, test scores, and on-line measure of accuracy of responses. Knowledge of cognition was also correlated with the MSLQ scales, Control of Learning Beliefs and Self-Efficacy for Learning and Performance. Regulation of cognition from the MAI was related to Intrinsic Goals Orientation, Task Value, and learning strategies on the MSLQ. This study adds to understanding the relationships of metacognition, motivation, and strategy use in an ecologically valid context. (Contains 3 tables and 11 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A