التعديل الذاتي الميتامعرفي عند تلاميذ السنة الثالثة ثانوي في الرياضيات

الملخص EN

Theorical approach of metacognition differed; the most important distinguish between metacognitive knowledge and self regulation.

This descriptive research aims to identify pupil's knowledge about their self regulation in a school field that mathematics.

A scale composed of three dimensions of metacognition, attention guidance, and regulation was used.

It was passed to (62) secondary school pupils.

The results confirmed that pupils have the most knowledge of metacognitive regulation, followed by that's about metacognitive attention.

Knowledge of metacognitive guidance remains the least acquired despite its importance in monitoring cognitive activity.

The acquired knowledge explains the pupils' difficulties, as a source for the latter, because it is not always objective and correct.