Exploring the Relationship between Metacognitive Awareness, Motivation, and L1 Students' Critical Listening Skills

Autor/inn/en	Bourdeaud'hui, Heleen; Aesaert, Koen; van Braak, Johan
Titel	Exploring the Relationship between Metacognitive Awareness, Motivation, and L1 Students' Critical Listening Skills
Quelle	In: Journal of Educational Research, 114 (2021) 1, S.40-51 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bourdeaud'hui, Heleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1872474
Schlagwörter	Metacognition; Student Motivation; Listening Skills; Critical Thinking; Elementary School Students; Foreign Countries; Indo European Languages; Grade 6; Structural Equation Models; Predictor Variables; Belgium + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulische Motivation; Kritisches Denken; Ausland; Indoeuropäisch; School year 06; 6. Schuljahr; Schuljahr 06; Prädiktor; Belgien
Abstract	This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students' critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance (MANOVAs) and a structural equation model (SEM) were used to analyze the data. The results indicated that high-level listeners were more aware of different factors of metacognition (i.e., person knowledge, problem-solving, and directed attention) and more intrinsically motivated to listen compared to average and low-level listeners. Further, complex structural relationships among students' motivation, metacognitive awareness, and critical listening skills were found. The results showed that both intrinsic and extrinsic listening motivation were antecedents of students' reported awareness of metacognition. The findings also suggested that metacognitive awareness mediated the relationship between motivation and critical listening skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01