Investigating the Effect of School Ability on Self-Efficacy, Learning Approaches, and Metacognition

Autor/in	Magno, Carlo
Titel	Investigating the Effect of School Ability on Self-Efficacy, Learning Approaches, and Metacognition
Quelle	18 (2009) 2, S.233-244 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Efficacy; Metacognition; Path Analysis; Goodness of Fit; Academic Ability; Learning Processes; Learning Strategies; College Students; Student Attitudes; Questionnaires; Correlation; Predictor Variables; Asians; Values; Cultural Influences; Foreign Countries; Philippines; Otis Lennon School Ability Test + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pfadanalyse; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Schülerverhalten; Fragebogen; Korrelation; Prädiktor; Asian; Asiat; Asiatin; Asiaten; Asiate; Wertbegriff; Cultural influence; Kultureinfluss; Ausland; Philippinen
Abstract	The relations among school ability, self-efficacy, learning approach, and metacognition were examined in a path model. Questionnaires measuring these constructs were administered to 194 Filipino college students. Path analysis was used to determine the effects of school ability on self-efficacy and learning approaches, and in turn, the effects of self-efficacy and learning approach on metacognition. The path model tested showed adequate goodness of fit (Chi [superscript 2]/df=2.77, GFI=0.98, AGFI=0.92, RMSEA=0.05). In previous studies, deep approach but not surface approach to learning facilitates performance as outcome variable. However, a different pattern emerged in the results of the present study. When school ability was used as a predictor, surface approach increased and deep approach decreased as outcomes. When they were used as predictors together with self-efficacy, both increased the use of metacognition. Surface approach among Asians is seen as a useful approach to learning that is facilitated by prior school ability, and results to awareness of one's learning. Further implications on surface and deep approach to learning are discussed. (Contains 1 figure and 2 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10