Relationship Between Metcognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement
The purpose of this study was to examine the relationship between metacognition and certain personality variables and the role they play in academic achievement. Biggs' (1987) model of metacognition was used as the theoretical framework for the study. Measures of metacognition, motivation , loc...
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ftunivcalgaryojs:oai:journalhosting.ucalgary.ca:article/58606 2023-05-15T18:32:02+02:00 Relationship Between Metcognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement Landine, Jeffrey Stewart, John 2007-01-22 application/pdf https://cjc-rcc.ucalgary.ca/article/view/58606 eng eng Canadian Counselling and Psychotherapy Association https://cjc-rcc.ucalgary.ca/article/view/58606/44094 https://cjc-rcc.ucalgary.ca/article/view/58606 Canadian Journal of Counselling and Psychotherapy; Vol. 32 No. 3 (1998) Revue canadienne de counseling et de psychothérapie; Vol. 32 No. 3 (1998) 1923-6182 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion research-article 2007 ftunivcalgaryojs 2022-03-22T21:18:25Z The purpose of this study was to examine the relationship between metacognition and certain personality variables and the role they play in academic achievement. Biggs' (1987) model of metacognition was used as the theoretical framework for the study. Measures of metacognition, motivation , locus of control, and self-efficacy were used to compare with students' indication of current academic average. These measures were adminis tered to a sample of 108 Grade 12 students in New Brunswick and Newfoundland.The results indicated significant positive relationships between metacognition, motivation, locus of control, self-efficacy, and academic average. It was concluded that metacognition and these personality variables are related to academic achievement. Cette recherche avait comme but d'étudier la relation entre la metacognition et certaines variables de personnalité, ainsi que le rôle joué par celles-ci dans le rendement scolaire. Le modèle de metacognition de Biggs (1987) a servi de cadre héorique de l'étude. On a comparé es mesures de metacognition, de motivation, de locus de contrôle et d'efficacité personnelle à la moyenne scolaire actuelle indiquée par l'étudiant(e). Ces mesures ont été appliquées à un échantillon de 108 étudiants de la 12e année au Nouveau-Brunswick et en Terre-Neuve. Les résultats indiquent qu'il existe des corrélations positives importantes entre la metacognition, la motivation, le locus de contrôle et l'efficacité personnelle d'une part et la moyenne scolaire d'autre part. On a donc conclu que la metacognition et les variables de personnalité étudiées sont reliées au rendement scolaire. Article in Journal/Newspaper Terre-Neuve University of Calgary Journal Hosting |
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ftunivcalgaryojs |
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English |
description |
The purpose of this study was to examine the relationship between metacognition and certain personality variables and the role they play in academic achievement. Biggs' (1987) model of metacognition was used as the theoretical framework for the study. Measures of metacognition, motivation , locus of control, and self-efficacy were used to compare with students' indication of current academic average. These measures were adminis tered to a sample of 108 Grade 12 students in New Brunswick and Newfoundland.The results indicated significant positive relationships between metacognition, motivation, locus of control, self-efficacy, and academic average. It was concluded that metacognition and these personality variables are related to academic achievement. Cette recherche avait comme but d'étudier la relation entre la metacognition et certaines variables de personnalité, ainsi que le rôle joué par celles-ci dans le rendement scolaire. Le modèle de metacognition de Biggs (1987) a servi de cadre héorique de l'étude. On a comparé es mesures de metacognition, de motivation, de locus de contrôle et d'efficacité personnelle à la moyenne scolaire actuelle indiquée par l'étudiant(e). Ces mesures ont été appliquées à un échantillon de 108 étudiants de la 12e année au Nouveau-Brunswick et en Terre-Neuve. Les résultats indiquent qu'il existe des corrélations positives importantes entre la metacognition, la motivation, le locus de contrôle et l'efficacité personnelle d'une part et la moyenne scolaire d'autre part. On a donc conclu que la metacognition et les variables de personnalité étudiées sont reliées au rendement scolaire. |
format |
Article in Journal/Newspaper |
author |
Landine, Jeffrey Stewart, John |
spellingShingle |
Landine, Jeffrey Stewart, John Relationship Between Metcognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement |
author_facet |
Landine, Jeffrey Stewart, John |
author_sort |
Landine, Jeffrey |
title |
Relationship Between Metcognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement |
title_short |
Relationship Between Metcognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement |
title_full |
Relationship Between Metcognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement |
title_fullStr |
Relationship Between Metcognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement |
title_full_unstemmed |
Relationship Between Metcognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement |
title_sort |
relationship between metcognition, motivation, locus of control, self-efficacy, and academic achievement |
publisher |
Canadian Counselling and Psychotherapy Association |
publishDate |
2007 |
url |
https://cjc-rcc.ucalgary.ca/article/view/58606 |
genre |
Terre-Neuve |
genre_facet |
Terre-Neuve |
op_source |
Canadian Journal of Counselling and Psychotherapy; Vol. 32 No. 3 (1998) Revue canadienne de counseling et de psychothérapie; Vol. 32 No. 3 (1998) 1923-6182 |
op_relation |
https://cjc-rcc.ucalgary.ca/article/view/58606/44094 https://cjc-rcc.ucalgary.ca/article/view/58606 |
_version_ |
1766216038248087552 |