metacognitive knowledge

Considering the importance of two variables of academic self-efficacy and academic motivation in students 'learning, the use of mutual learning methods and the thinking cycle for students to achieve these two variables is important and necessary. Mutual education and thought cycle are some of the methods that can lead to self-regulation and improve students' academic achievement in different subjects. The aim of this study was to compare the effect of mutual education and the thinking cycle on academic self-efficacy and academic motivation of elementary level students.

The research method was quasi-experimental with a pre-test-post-test design and a control group. From the sixth-grade male student population in the city of Dehloran, 34 students were selected using cluster sampling. Research tools included academic self-efficacy and academic motivation questionnaires. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software.

The results showed that mutual education and the thinking cycle had a significant effect on increasing knowledge of academic self-efficacy (Partial ŋ2 =0.61, p=0.001, F=106.73). Also, mutual education and thinking cycle increased academic motivation (57 Partial ŋ 0.2, p = 0.001, F = 100.81) had a significant effect, but there was no significant difference between the effectiveness of mutual education and thinking cycle on academic self-efficacy and students' academic motivation (p <0.05).

The present study showed that mutual education improves students' academic self-efficacy and academic motivation, as well as increases the thinking cycle, self-efficacy, and motivation of students' academic achievement.

The development of some personality and educational traits is established in the elementary school. Among the personality and educational traits that are in urgent need of improvement are metacognitive knowledge and educational self-concept. In the present study, the effectiveness of reciprocal education and thinking cycle on metacognitive knowledge and educational self-concept of fifth grade female students in Shiraz was investigated. The present study is a quasi-experimental study in which 34 students from the fifth grade female students in Shiraz were selected using cluster sampling. Research tools included metacognitive knowledge questionnaires and educational self-concept. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software. The results showed that reciprocal education and thinking cycle had a significant effect on increasing metacognitive knowledge (Partial ŋ2= 0.61, p = 0.001, F= 106.73). Also, reciprocal education and thinking cycle increased educational self-concept (Partial ŋ2=0.57, p = 0.001, F = 100.81) had a significant effect, but there was no significant difference between the effectiveness of reciprocal education and thinking cycle on students' metacognitive knowledge and educational self-concept (p > 0.05). The present study showed that reciprocal education and thinking cycle improve students' metacognitive knowledge and educational self-concept. Accordingly, students in the process of reciprocal education and the cycle of thinking, learn to become aware of the mental process through the teaching of behavioral, cognitive and metacognitive strategies, and in this way, improve the amount of metacognitive knowledge and educational self-concept.

To provide researchers with an instrument, valid and reliable enough, for measuring students’ metacognitive knowledge needed in solving mathematical word problems, based on the theoretical foundation and previous research, a set of 24 questions at three levels of metacognitive knowledge was constructed. The initial validity of these questions was confirmed by Psychology Professors and high school departmental heads in math teaching. To measure the basic qualities of validity and reliability of the constructed instrument, it was used in interviewing 486 high school students who were selected from among all such students in two school districts in Tehran using cluster sampling method. The recorded verbal responses of the participants were then coded and analyzed. Results confirmed the criterion validity of the instrument. As for its reliability, a test-retest of the same group yielded a correlation of 0.69 and an inter-rater reliability was 0.99. The internal consistency of the questionnaire was also assessed to be 0.73. This questionnaire is recommended to be used with the 13-15 years old age group.

Using Structural Equation Modeling, the present study was an attempt to investigate the relationship between knowledge and metacognitive skills with self-regulated learning strategies with regard to the mediatory epistemological beliefs among students in University. Population consisted of all first year undergraduate students of different courses. Samples were selected according to cluster sampling method and Morgan’s table was used to determine sample size (300 individuals). Data collection was done through the use of Schommer’s Epistemological Questionnaire (EQ), Metacognitive Awareness Inventory (MAI), and Motivational Strategies for Learning Questionnaire (MSLQ), and Metacognitive Skills Questionnaire. The results of structural modeling analysis revealed that metacognitive skills had the highest direct effect (&beta=0/70) and total impact (&beta=0/75) on learning strategies. While metacognitive knowledge had the highest indirect impact (&beta=0/53) on learning strategies. And the impact of epistemological beliefs on learning strategies was (&beta=0/12) negative. The least indirect impact was the impact of metacognitive skills on learning strategies (&beta=0/05). Generally these variables explain 0/62 rate of learning strategies’ variance. Therefore, it could be claimed that metacognitive knowledge, metacognitive skills and epistemological beliefs may be effective on self-regulated learning strategies among university students.

This paper aims at investigating the metacognitive Knowledge of solving problem among primary school students with high and low school achievement. Two other variables of the students’ grade and sex were also accounted for. The participants were 232 boy and girl students from forth and fifth grades which were randomly selected and divided into two groups of high and low achievers . Swanson (1996) Metacognitive Questionnaire was used in the form of interview. The data were analyzed using Mann-Whitney U test and the findings were : No significant difference was traced between metacognitive knowledge and the boy and girl students’ knowledge of strategies. Also, fifth graders were higher than forth graders regarding their metacognitive and strategy knowledge. It was even more significantly meaningful in terms of the strategy knowledge.