Gender Differences in Metacognitive Skills. A Study of the 8th Grade Pupils in Romania

Abstract

Prior research has shown inconsistent results regarding the differences on metacognitive skills between boys and girls. Some research suggest that there are differences regarding boys and girls’ metacognitive skills, while others suggest that these differences are not significant. However, steady research is needed regarding this subject since the findings of such studies could be used in educational practice. The purpose of this paper is to investigate the potential gender differences regarding the metacognitive skills of 8th graders. 91 pupils from three schools in Romania were assessed on their metacognitive skills, using the Junior Metacognitive Awareness Inventory. The findings indicate that generally both girls and boys use their metacognitive skills in learning. In addition, the results indicate that there are significant differences between boys and girls solely on the following dimensions: the perception of performance as a result of one's will and effort, the perceptions regarding teachers expectations about learning, the use of prior knowledge in problem-solving, planning, knowledge about one's own intellectual strengths and weaknesses, the use of various learning strategies and monitoring the learning process. The results are discussed in relation with implications for future research and educational practice. Further, we emphasize the implications of using self-evaluation methods for assessing metacognitive and self-regulation skills.