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ERIC Number: EJ945137
Record Type: Journal
Publication Date: 2011-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1041-6080
Metacognitive Beliefs, Self-Confidence and Primary Learning Environment of Sixth Grade Students
Kleitman, Sabina; Gibson, Jennifer
Learning and Individual Differences, v21 n6 p728-735 Dec 2011
Metacognition is an integral component of a self-regulated approach to learning. The present study examined the relationships between academic self-efficacy and perceptions of one's own competence in memory and reasoning abilities, and their role in predicting the Self-confidence trait. The study also aimed to determine the role of key classroom factors (goal orientation and self-efficacy with the teacher) in predicting self-beliefs, the Self-confidence trait and academic achievement in Year 6 students (N = 177). EFA and Path analysis were used to determine these relationships. The hypothesised path model was tested in a simultaneous fashion of the entire system of variables to determine whether or not hypothesised relationships were consistent with data. The results suggest that academic self-efficacy and metacognitive competency beliefs define a broad factor--Metacognitive Beliefs--which serves as a key predictor of Self-confidence. Mastery goal-orientation and self-efficacy with teacher predicted Metacognitive Beliefs and, indirectly, Self-confidence. Students with stronger Metacognitive Beliefs were less engaged in self-handicapping behaviours. Known common factors--intelligence, gender and a proxy for SES, school fees--were controlled for. The present study has important implications for both metacognitive theory and educational practice. (Contains 4 figures and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A