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ERIC Number: EJ1184100
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0827-3383
The Use of Metacognitive Knowledge and Regulation Strategies of Students with and without Special Learning Difficulties
Mastrothanais, Konstantinos; Kalianou, Maria; Katsifi, Spiridoula; Zouganali, Anna
International Journal of Special Education, v33 n1 p184-200 2018
In the current research, the use of students' metacognitive strategies with and without special learning difficulties was studied as well as any differentiation of this use because of class or gender. The tool which was used was Junior Metacognitive Awareness Inventory, Version B (Jr. MAI) of Sperling et al. (2002) and is based on Brown's theoretical framework and includes the two dimensions of metacognition: "the knowledge of cognition" and "the regulation of cognition". It's the first time that the tool has been used in Greek student population of this age with and without special learning difficulties. Two hundred and forty students (245) participated in this research, 58 students with special learning difficulties and 187 students without special learning difficulties. The students of the two groups of the 5th and 6th grade presented several similarities regarding their preference in the use of the knowledge of cognition. The differentiation which appears in the rates is mainly quantitative and refers to the frequency of the use of strategies and not qualitative, which indicates that both teams are faced with difficulties because of the regulation of cognition as a cognitive process of superior level. Girls in relation to boys in the total of the sample use more often the strategies of regulation of cognition and not of the knowledge of cognition.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece