THE PREDICTIVE DEGREE OF UNIVERSITY STUDENTS’ LEVELS OF METACOGNITION AND NEED FOR COGNITION ON THEIR ACADEMIC ACHIEVEMENT
Abstract
The purpose of this study is to find out the predictive degree of university students’ levels of need for cognition and metacognition on their academic achievement. A total of 253 university students formed the study group. To collect the data of the study, ‘The Metacognition Awareness Inventory’ (MAI) and ‘The Need for Cognition Scale’ (NFCS) were used to measure students’ metacognitive awareness and their tendency to think and enjoy thinking. For the students’ academic performance, the average points (GPA) that they got during the term were taken into consideration. The correlation analysis revealed the fact that there is a significant and positive relationship between students’ levels of need for cognition, metacognition and their academic achievement at the level of p<0.01. The multiple linear regression analysis suggested that the power of need for cognition and metacognition to predict academic achievement are meaningful. In another word, the two independent variables, namely need for cognition and metacognition can be considered as the significant predictors of the dependent variable, academic achievement.
Article visualizations:
Keywords
References
Akın A, Abacı R, Çetin, B. 2007. Bilişötesi Farkındalık Envanteri’nin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri, Sayı. 7 (2). 655-680.
Aljaberi N. M, Gheith E. 2015. University Students’ Level of Metacognitive Thinking and their Ability to Solve Problems. American International Journal of Contemporary Research, Vol. 5 (3). 121-134.
Ambrose S. A, Bridges M. W, Di Pietro M, Lovett M. C, Norman M. K. 2010. How Learning Works. John Wiley & Sons, USA.
Amzil A. 2014. The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills. Journal of Educational and Developmental Psychology, Vol. 4 (1). 27-45. doi:10.5539/jedp.v4n1p27.
Arık İ. A. 1998. Psikolojide Bilimsel Yöntem. Çantay Kitabevi, İstanbul.
Aurah C. M. 2013.The Effects of Self-efficacy Beliefs and Metacognition on Academic Performance: A Mixed Method Study. American Journal of Educational Research, Vol. 1 (8). 334-343. doi: 10.12691/education-1-8-11.
Chen C. H, Wu C. 2012. The interplay between cognitive and motivational variables in a supportive online learning system for secondary physical education. Computers & Education. 58. 542–550. DOI:10.1016/j.compedu.2011.09.012.
Cacioppo J. T, Petty R. E. 1982. The Need for Cognition. Journal of Personality and Social Psychology, Vol. 42 (1). 116-131.
Cacioppo J. T, Petty R. E, Kao C. F. 1984. The Efficient Assessment of Need for Cognition. Journal of Personality Assessment, Vol. 48 (3). 306-307
Costa L, Kallick B. 2001. What are Habits of Mind? http://www.ccsnh.edu/sites/default/files/content/documents/ccsnh%20mlc%20habits%20of%20mind%20costa-kallick%20description%201-8-10.pdf. Accessed 04 November, 2016.
Coutinho S. A. 2006. The Relationship between the Need for Cognition, Metacognition, and Intellectual Task Performance. Educational Research and Reviews, Vol. 1 (5). 162-164.
Coutinho S. A. 2007. The relationship between goals, metacognition, and academic success. Educate, Vol.7 (1). 39-47.
Coutinho S, Wiemer-Hastings K, Skowronski J. J, Britt M. A. 2005. Metacognition, Need for Cognition and Use of Explanations during Ongoing Learning and Problem Solving. Learning and Individual Differences, Vol. 15. 321–337.
Efklides A. 2006. Metacognition and affect: What can Metacognitive experiences tell us about the learning process? Educational Research Review, Vol. 1. 3–14. doi:10.1016/j.edurev.2005.11.001.
Elias S. M, Loomis R. J. 2002. Utilizing Need for Cognition and Perceived Self-Efficacy to Predict Academic Performance. Journal of Applied Social Psychology, Vol. 32 (8). 1687–1702.
Fleischhauer M, Enge S, Brocke B, Ullrich J, Strobel A, Strobel A. 2010. Same or Different? Clarifying the Relationship of Need for Cognition to Personality and Intelligence. Personality and Social Psychology Bulletin. Vol. 36 (1). 82–96. DOI: 10.1177/0146167209351886.
Flavell J.H. 1979. Metacognition and cognitive monitoring. A New area of cognitive – development inquiry. American Psychologist, 34, 906-911.
Flavell J. H. 2000. Development of Children’s Knowledge about the Mental World. International Journal of Behavioral Development, Vol. 24 (1). 15–23.
Gray D, Chang Y, Anderman E. M. 2015. Conditional Effects of Mastery Goal Structure on Changes in Students’ Motivational Beliefs: Need for Cognition Matters. Learning and Individual Differences, Vol. 40. 9-21.
Gülgöz S, Sadowski C. J. 1995. Düşünme İhtiyacı Ölçeğinin Türkçe Uyarlaması ve Öğrenci Başarısı Göstergeleri ile Korelasyonu. Türk Psikoloji Dergisi, Sayı 10 (35). 15-24
Hoffman B, Spatariu A. 2008. The Influence of Self-Efficacy and Metacognitive Prompting on Math Problem-Solving Efficiency. Contemporary Educational Psychology. Vol. 33. 875-893.
Kana F. 2014. Ortaokul Öğrencilerinin Üstbiliş Okuma Stratejileri Farkındalık Düzeyleri. Erzincan Üniversitesi Eitim Fakültesi Dergisi, 16 (1).
Karakelle S. 2012. Üst Bilişsel Farkındalık, Zekâ, Problem Çözme Algısı ve Düşünme İhtiyacı Arasındaki Bağlantılar. Eğitim ve Bilim, Sayı. 37 (164). 237-250.
Kramarski B, Mevarech Z. R, Arami M. 2002. The Effects of Metacognitive Instruction on Solving Mathematical Authentic Tasks. Educational Studies in Mathematics, Vol. 49. 225–250.
McIntosh C. N, Noels K. A. 2004. Self-Determined Motivation for Language Learning: The Role of Need for Cognition and Language Learning Strategies. http://zif.spz.tu-darmstadt.de/jg-09-2/beitrag/Mcintosh2.htm. Accessed 6 November, 2016.
Martinez M. E. 2006. What is Metacognition? The Phi Delta Kappan, Vol. 87 (9). 696-699.
Meier E, Vogl K, Preckel F. 2014. Motivational Characteristics of Students in Gifted Classes: The Pivotal Role of Need for Cognition. Learning and Individual Differences, 33 (39-46). http://dx.doi.org/10.1016/j.lindif.2014.04.006.
Narang D, Saini S. 2013. Metacognition and Academic Performance of Rural Adolescents. Stud Home Com Sci, Vol. 7 (3). 167-175.
Owo W. J., Ikwut E. F. 2015. Relationship between Metacognition, Attitude and Academic Achievement of Secondary School Chemistry Students in Port Harcourt, Rivers State. IOSR Journal of Research & Method in Education (IOSR-JRME). Vol.5 (6). 6-12.
Petty R, Briñol P, Loersch C, McCaslin M.J. 2009. The Need for Cognition. In Leary, Mark R.; Hoyle, Rick H. Handbook of Individual Differences in Social Behaviour. New York/London: The Guilford Press. pp. 318–329.
Raoofi S, Chan S, Mukundan J, Rashid S. 2014. Metacognition and Second/Foreign Language Learning. English Language Teaching, Vol. 7 (1). 36-49.
Sadowski C. J, Gülgöz S. 1996. Elaborative Processing Mediates the Relationship between Need for Cognition and Academic Performance. The Journal of Psychology, Vol. 130 (3). 303-307.
Sawhney N, Bansal S. 2015. Metacognitive Awareness of Undergraduate Students in Relation to their Academic Achievement. The International Journal of Indian Psychology, Vol. 3 (8). 107-114.
Schraw G, Moshman D. 1995. Metacognitive Theories. Educational Psychology Review, Vol. 7 (4). 351–371.
Sojka J. Z, Deeter-Schmelz D. R. 2008. Need for Cognition and Affective Orientation as Predictors of Sales Performance: An Investigation of Main and Interaction Effects. Journal of Business and Psychology, Vol. 22 (3). 179-190. Doi: 10.1007/s 10869-008- 9069-x.
Stuart-Hamilton I, McDonald L. 2001. Do we Need Intelligence? Some Reflections on the Perceived Importance of “G”. Educational Gerontology, Vol. 27 (5). 399-407. doi: 10.1080/03601270152053429
Wang J, Spencer K, Xing M. 2009. Metacognitive Beliefs and Strategies in Learning Chinese as a Foreign Language. An International Journal of Educational Technology and Applied Linguistics, Vol. 37 (1). 46-56.
Wenden A. L. 1998. Metacognitive Knowledge and Language Learning. Applied Linguistics, Vol. 19 (4). 515-537.
Wenden A. L. 1999. An introduction to Metacognitive Knowledge and Beliefs in Language Learning: beyond the basics. System, 27. 435-441.
Wichadee S. 2011. The Effects of Metacognitive Strategy Instruction on EFL Thai Students’ Reading Comprehension Ability. Journal of College Teaching and Learning, Vol. 8 (5). 31-40.
Wong B. S. 2012. Metacognitive Awareness, Procrastination and Academic Performance of University Students in Hong Kong. https://lra.le.ac.uk/bitstream/2381/27621/1/2012WongbscEDd%20.pdf. Accessed 5 November, 2016.
Van der Stel, M, Veenman, M. V. J. (2010). Development of Metacognitive Skilfulness: A Longitudinal Study. Learning and Individual Differences, Vol. 20 (3). 128–134.
Young A, Fry J. D. 2008. Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, Vol. 8 (2). 1-10.
Zenotz V. 2012 Awareness Development for online Reading. Language Awareness, Vol. 21 (1-2). 85-100. doi: 10.1080/09658416.2011.639893
Zulkiply N. 2009. Metacognition and its relationship with students' academic performance. The International Journal of Learning, Vol. 15 (11). 97-106.
DOI: http://dx.doi.org/10.46827/ejfl.v0i0.702
Refbacks
- There are currently no refbacks.
Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.
All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
