Abstract
This study explores Saudi students’ perceptions of their motivation to learn Mathematics using metacognitive strategies. Data were collected using a qualitative case study design among 13 Saudi secondary school students. The findings from the data collected through semi-structured interviews show that several motives encourage the participants to learn metacognitively. For instance, the findings demonstrate that the desire to experiment with a new concept helped to capture the interest of the learners and stimulate their curiosity to learn. Likewise, the desire to improve methods of thought which can meet the personal needs and goals of the learner may foster a positive attitude in learners and therefore contribute to their motivation. In addition, it is argued that students’ confidence in their skills may help them feel they can successfully control their learning. Finally, it was shown that the desire of students to improve their thinking strategies in their lives reinforced their achievements with internal rewards and therefore helped them to be satisfied with their learning.
Highlights
Flavell (1979) demonstrated that young children have intellectual disabilities
The desire to improve their thinking skills proved to be another source of motivation for the participants to implement metacognitive strategies in their Mathematics learning
Based on theoretical notions of metacognition and motivation, this study qualitatively explored Saudi secondary school students’ perceptions of their motivation to learn mathematics metacognitively
Summary
According to the study of Torres and Ash (2007), the cognitive regulation and cognitive monitoring is essential to encourage this type of actions for both children and adults. It is because, the progressive reformation in mental procedures results to biological development with experiences from environment. Flavell’s (1979) term “metacognition” arose out of this area of research. The use of the term “metacognition”, according to Keller (1987), began in empirical evidence of psychology in two different areas of research: information about cognition and cognitive regulation. The foregoing refers to one’s own understanding of the components of one’s own perception and the perception of others, the latter refers to observing the intellectual movement, its application and its impact on the methodology of critical thinking, despite the guidelines of recognition
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