Literaturnachweis - Detailanzeige
| Autor/inn/en | Scott, Brianna M.; Berman, Ashleigh F. |
|---|---|
| Titel | Examining the Domain-Specificity of Metacognition Using Academic Domains and Task-Specific Individual Differences |
| Quelle | In: Australian Journal of Educational & Developmental Psychology, 13 (2013), S.28-43 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1446-5442 |
| Schlagwörter | Task Analysis; Difficulty Level; Metacognition; Questionnaires; Prediction; Academic Achievement; Knowledge Level; Undergraduate Students; Grade Point Average; High Schools; Gender Differences; Test Format; Majors (Students); Multivariate Analysis; Correlation |
| Abstract | Metacognition refers to students' knowledge and regulation of cognition, as well as their accuracy in predicting their academic performance. This study addressed two major questions: 1) how do metacognitive knowledge, regulation and accuracy differ across domains?, and 2) how do students' individual differences relate to their reported metacognition across domains? Participants (N = 644) completed a metacognitive questionnaire to assess metacognitive knowledge, regulation, and accuracy. Results suggest that metacognitive knowledge and regulation are domain-general while metacognitive accuracy is domain-specific. Perceived task difficulty and content interest are independently related to metacognitive knowledge, regulation, and accuracy, though the relationships vary among them across domains. (Contains 7 tables.) (As Provided). |
| Anmerkungen | University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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