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| Autor/inn/en | Hashmi, Aroona; Khalid, Mubasihra; Shoaib, Almas |
|---|---|
| Titel | A Cross-Sectional Study of Assessing Metacognitive Knowledge and Metacognitive Regulatory Skills among Prospective Teachers and Its Relation to Their Academic Achievement |
| Quelle | In: Bulletin of Education and Research, 41 (2019) 2, S.215-234 (20 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0555-7747 |
| Schlagwörter | Metacognition; Preservice Teachers; Self Management; Academic Achievement; Teacher Education Programs; Foreign Countries; Grade Point Average; Gender Differences; Public Colleges; Learning Strategies; Goal Orientation; Student Evaluation; Pakistan |
| Abstract | Metacognitive skills are amongst the striking concept since a couple of decades, when Flavell, (1979) first introduced it. This concept is multidimensional in nature. Metacognition is a higher-order thinking skill. Therefore, the main purpose of this study was to assess metacognitive awareness in prospective teachers and to find out how much our teacher training institutions are successfully contributing to developing such awareness in prospective teachers. This study is descriptive in nature. It is a situational analysis for the concept of metacognition in the prevailing teacher education system by doing co-relational and cross-sectional study. The instrument of this study is the metacognitive awareness inventory (MAI) developed by the Schraw and Dennison (1994). The validity and reliably of this instrument in the Pakistani context were ensured. Independent samples t-test and Pearson correlation coefficient (r) were used. Findings of the study showed positively strong and significant relationship between prospective teachers' metacognitive knowledge and metacognitive self-regulatory skills in teacher training institutions, but it was also revealed from the results that there was a negatively weak relationship between prospective teachers' academic achievement (GPA) with their metacognitive knowledge and metacognitive regulatory skills. Moreover, there was an insignificant difference in prospective teachers' metacognitive knowledge and metacognitive self-regulatory skills in teachers training institutions based on demographic variables (i.e. age, gender, and university type). (As Provided). |
| Anmerkungen | Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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