Adolescents' Metacognitive Knowledge Monitoring and Academic Help Seeking: The Role of Motivation Orientation

Autor/in	Stavrianopoulos, Katherine
Titel	Adolescents' Metacognitive Knowledge Monitoring and Academic Help Seeking: The Role of Motivation Orientation
Quelle	In: College Student Journal, 41 (2007) 2, S.444-453 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Help Seeking; Motivation; Metacognition; Adolescents; Student Motivation; Academic Achievement; Role; Goal Orientation; Measures (Individuals); Questionnaires + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; psychologische; Motivation (psychologisch); Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Schulleistung; Rollen; Zielorientierung; Zielvorstellung; Messdaten; Fragebogen
Abstract	This study examined the impact of motivation orientation on the accuracy of metacognitive knowledge monitoring; the impact of metacognitive knowledge monitoring on academic help seeking; and the impact of motivation orientation on academic help seeking behavior, and the joint impact of metacognitive knowledge monitoring and motivational orientation on help-seeking. Data was obtained from 137 students. Results revealed subjects with higher knowledge monitoring ability reviewed more words which they had originally estimated not knowing. Participants with high knowledge monitoring ability reviewed more nonsense words. No significant results were obtained for the impact of motivation orientation on academic help seeking, or the joint impact of metacognitive knowledge monitoring, and motivational orientation on help seeking. (Author).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10