Metacognitive monitoring in relation to academic achievement in reading and writing by first and second year undergraduates
Other Title(s)
العلاقة ما بين التحكم في ما فوق الإدراك و التحصيل الأكاديمي في القراءة و الكتابة لطلبة ما قبل التدرج : سنة أولى و ثانية
Surveillance métacognitive par rapport aux résultats scolaires en lecture et en écriture des étudiants de première et de deuxième année
Author
Source
Issue
Vol. 8, Issue 1 (30 Jun. 2020), pp.297-315, 19 p.
Publisher
Algiers 2 University Abou el Kacem Saâdallah
Publication Date
2020-06-30
Country of Publication
Algeria
No. of Pages
19
Main Subjects
Topics
Abstract EN
Metacognitive monitoring as a key component of general metacognition is part and parcel of most of the academic activities students at university are involved in.
It refers to 'learners' estimates of their own knowledge, that is, learners' knowledge of strategies that support cognition and their knowledge of conditions that dictate when and how to execute strategies that might influence their own learning' (Valdez, 2013).
For reading and writing at the undergraduate stage of instruction, monitoring is crucial since it determines academic performance in these two demanding skills and in other subjects that require reading extensively and composing in the same time.
The study at hand investigates the correlation between metacognitive monitoring of first and second year university students and their academic achievement in reading and writing.
It employed the Taxonomy of Metacognitive Judgments to collect data on monitoring and the Reading/Writing test scores for achievement data.
The results revealed an important correlation between the aforementioned variables and calls for instruction in metacognitive development that can assist students with the reading and writing skills necessary for independent learning in college.
American Psychological Association (APA)
Hamdud, Aminah. 2020. Metacognitive monitoring in relation to academic achievement in reading and writing by first and second year undergraduates. Afkar wa Affak،Vol. 8, no. 1, pp.297-315.
https://search.emarefa.net/detail/BIM-1024870
Modern Language Association (MLA)
Hamdud, Aminah. Metacognitive monitoring in relation to academic achievement in reading and writing by first and second year undergraduates. Afkar wa Affak Vol. 8, no. 1 (2020), pp.297-315.
https://search.emarefa.net/detail/BIM-1024870
American Medical Association (AMA)
Hamdud, Aminah. Metacognitive monitoring in relation to academic achievement in reading and writing by first and second year undergraduates. Afkar wa Affak. 2020. Vol. 8, no. 1, pp.297-315.
https://search.emarefa.net/detail/BIM-1024870
Data Type
Journal Articles
Language
English
Notes
-
Record ID
BIM-1024870