Exploring Relationships of Metacognition and University Honors Students' Academic Behaviors

Autor/in	Barnes, Susan Denise
Titel	Exploring Relationships of Metacognition and University Honors Students' Academic Behaviors
Quelle	(2012), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-6692-2
Schlagwörter	Hochschulschrift; Dissertation; Metacognition; Honors Curriculum; Educational Opportunities; Learning Strategies; College Students; Models; Guidelines; Academic Achievement; Educational Research; Decision Making; Student Attitudes; Student Behavior; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungsangebot; Bildungschance; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Analogiemodell; Richtlinien; Schulleistung; Bildungsforschung; Pädagogische Forschung; Decision-making; Entscheidungsfindung; Schülerverhalten; Student behaviour
Abstract	University honors programs emerged in the 1920s, growing to over 1,000 programs in existence today. Honors programs provide enhanced educational opportunities to students who excel academically. University honors students are experts who effectively apply metacognitive knowledge, strategies, and experiences to enhance academic behavior. Although there are many university honors programs operating throughout the US, few research studies exist relative to these honors programs and the university honors students enrolled in them. Even fewer studies exist relative to metacognition and honors students' academic behavior. The purpose of this study was to explore the relationships of metacognition and the metacognitive components of knowledge, experiences, and strategies to university honors students' academic behavior. Students (N = 31) from the University of West Florida's honors program participated in the study. Flavell's model of cognitive monitoring and Nelson and Narens' model of monitoring and control formed the conceptual framework for the study. The Awareness of Independent Learning Inventory and Inventory of College Level Study Skills were used to collect data. Significant relationships were found between metacognition and academic behavior. Metacognitive experiences and metacognitive strategies both were found to be significantly related to academic behavior. Metacognitive knowledge was found not to be related to academic behavior. This study extends the continuum of university-level metacognitive research to include upper range of academic performers and contributes to the body of knowledge relative to metacognition. Further research is necessary to examine how university honors students apply metacognition to academic situations and to provide empirical data for making programmatic and curriculum decisions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10