Junior Metacognitive Awareness Inventory Research Articles

What’s metacognition got to do with the relationship between test anxiety and mathematics achievement?

AbstractResearch examining the joint relationships between test anxiety, metacognition, and mathematics achievement revealing the mediational role of metacognition in the relationship between test anxiety and mathematics achievement is sparse. A mediation study was designed to redress this imbalance. The Children’s Test Anxiety Scale (CTAS), Junior Metacognitive Awareness Inventory (Jr. MAI), and Mathematics Achievement Test (MAT) were distributed to 943 (442 males and 501 females) Grade 7 (n = 477) and Grade 8 (n = 466) students aged between 11–12 (Mage = 11.5, SD = .88) and 11–13 (Mage = 12, SD = .91) years, respectively. In this study, multiple mediation models were tested to explore the role of metacognition as a mediator of the effect of test anxiety on mathematics achievement. Results indicate that although both test anxiety and metacognition were significantly related to mathematics achievement, metacognition was not a statistically significant mediator in the relationship between test anxiety and mathematics achievement. Specifically, the knowledge of cognition component of metacognition was the only significant mediator, mediating the relationship between off-task behaviors and mathematics achievement. Findings support the beneficial role of metacognition with the rewarding side of a key implication that without developing metacognitive knowledge, efforts at alleviating test anxiety to maximize achievement in mathematics may well be fruitless. Educational and practical implications are discussed.

SOSYAL BİLGİLER DERSİNDE ALTERNATİF BİR MODEL KULLANMAK: HAREZMİ EĞİTİM MODELİ

The Harezmi education model is a teaching model that was designed to equip students with various types of skills about various subjects or problem situations in an interdisciplinary manner. The research examined the students’ views and the effects of using the Harezmi Education Model for teaching the social studies course on the students in terms of academic achievement, permanent learning, meta-cognitive awareness. The research was carried out using the diversification of (parallel-convergent design) mixed methods. The quantitative dimension of the research was conducted using a quasi-experimental pre-test/post-test control group design. Qualitative research was carried out with case study using a holistic single case design. The study group consists of a total of 54 students studying in the seventh grade of secondary school. Quantitative research data were collected with an Academic Achievement Test and the Junior Meta cognitive Awareness Inventory (Jr.MAI). Qualitative data were collected with student interview forms, self-evaluation forms and Harezmi student activity diaries. Mann Whitney U test, Wilcoxon signed-rank test and Friedman test statistics were used for the analysis of quantitative data. Qualitative data were analyzed using descriptive and content analysis techniques. As a result of the analysis, tables were prepared, and statistical information and some student opinions were presented. It was concluded that using the Harezmi Education Model for the purpose of teaching the social studies course had a significant positive effect on the academic achievement and meta cognitive awareness of the students. However no statistically significant effect of the Harezmi Education Model could be determined on permanent learning. The students described the social studies lessons taught using the Harezmi Education Model as catchy, entertaining, surprising, and useful. In line with the results, suggestions were presented about the dissemination of the Harezmi Education Model and the implementation of the model on different courses.

Elementary students' self‐regulation in computer‐based learning environments: How do self‐report measures, observations and teacher rating relate to task performance?

AbstractIt is well‐established that being a self‐regulated learner is beneficial academically, motivationally and is considered essential for productive life‐long learning. Despite this, there is limited evidence examining how different measures of self‐regulation for learning (SRL) relate to task performance for young students learning in digital contexts. This study investigated the relationships between different measures of SRL of elementary school students (N = 48, Mage = 10.75) while using a computer‐based learning environment, and their association with task performance and teacher rating of student SRL ability. Results confirmed the most effective measure of SRL, in terms of its relationship with, and predictability of task performance, was a self‐report written response, whereby students identified and explained known SRL strategies, such as how to plan, monitor or complete their work. Teacher ratings of their students' metacognitive capability were significantly correlated with task performance and with two self‐report instruments: the Junior Metacognitive Awareness Inventory and the SRL written response. Associations between actual observed self‐regulation behaviours in a computer‐based learning environment, using Azevedo et al.'s coding framework and how students self‐reported their knowledge and understanding about SRL, were weak. Observations of young students' SRL behaviours in computer‐based learning environments were not significantly related to task performance. Better understanding of these relationships will help educators and researchers to know where they should focus their attention in terms of developing elementary school students' self‐regulatory capabilities in digital contexts, as well as the reliability of self‐report measures of SRL as relative to observations of self‐regulation and task performance. Implications for teacher practice are also discussed. Practitioner notesWhat is already known about this topic Students need to use self‐regulation for learning (SRL) strategies in digital contexts. Self‐regulation strategies need to be explicitly taught to students as they are not guaranteed to become automatically acquired. Being a self‐regulated learner leads to improved academic performance, engagement and motivation. What this paper adds Empirical evidence addressing the associations and patterns between various measures of SRL for young students learning in digital environments. Student self‐report explanations of known SRL strategies was the only significant predictor of student task performance. Coding of young students' SRL behaviours in digital environments do not relate well to task performance. Implications for practice and/or policy Understanding the associations between young students' self‐report of SRL and how this relates to their actual SRL behaviour while using digital technology is critical to supporting student learning and success. Learning to better articulate self‐regulation strategies may result in greater consciousness and application of self‐regulation strategies in digital contexts, which in turn could improve task performance. Eliciting explanations from students about SRL strategies may be more informative and expedient than conducting and analysing individual observations in digital contexts, to determine the general self‐regulatory knowledge and understanding of young students.

A Structural Equation Modelling of Middle School Students’ Metacognitive Awareness, Self-efficacy Beliefs and Foreign Language Learning Anxiety

This study aims to investigate the impact of metacognitive awareness and self-efficacy beliefs of middle school students on their level of foreign language learning anxiety by using structural equation modelling. A total of 285 7th and 8th grade students from a middle school in Turkey during the 2018-2019 academic year were included in the study. In the study, Personal Information Form, Foreign Language Anxiety Scale, The Self-Efficacy Questionnaire for Children, and The Junior Metacognitive Awareness Inventory were used as data collection tools. As a result of the study, the descriptive statistics indicated that the students had moderate levels of metacognitive awareness, self-efficacy beliefs, and foreign language learning anxiety. According to the results obtained from the structural equation modelling, it was concluded that the metacognitive awareness levels of the students did not have a mediating effect on the relationship between the students' level of foreign language learning anxiety and self-efficacy beliefs. In conclusion, it was determined that metacognitive awareness, self-efficacy beliefs, and foreign language learning anxiety are individual differences which interact with each other and are of great importance in foreign language learning, and that metacognitive awareness and self-efficacy beliefs have the power to affect foreign language learning anxiety.

Rasch Analysis to Evaluate the Psychometric Properties of Junior Metacognitive Awareness Inventory in the Indonesian Context

Empirically, metacognitive awareness is one of the main contributors to students' academic success. At the beginning of its development, the Jr.MAI self-report questionnaire was intended to measure students' metacognitive awareness in the United States. However, the evaluation of the psychometric properties for Indonesian high school students is still limited. The original Jr.MAI cannot be applied in Indonesia. By evaluating students' metacognitive awareness using Jr.MAI, teachers can understand students' information and knowledge related to their learning strategies and behaviors. Therefore, this study aims to evaluate the psychometric properties of the Indonesian translation of the Junior Metacognitive Awareness Inventory (Jr.MAI) self-report questionnaire. The Jr.MAI questionnaire consists of 18 items and uses a 5-point Likert scale response. 296 students (Male = 45.9%; Female = 54.1%) of public senior high schools in Indonesia completed the Jr.MAI questionnaire. The Rasch model was used to evaluate the psychometric properties of Jr.MAI. The results showed that the 5-point rating scale with 18 items functioned properly with a good fit, no gender bias, and achieved unidimensionality and local independence assumptions. It proved that the Jr. MAI questionnaire defined the latent variables and classified persons and items properly. Therefore, we concluded that the developed Jr.MAI questionnaire had good psychometric properties to be used by teachers and counselors for measuring and mapping the metacognitive characteristics at the senior high school level.

Relaciones de la motivación con la metacognición y el desempeño en el rendimiento cognitivo en estudiantes de educación primaria

Sundry studies have emphasised the importance of motivation in cognitive performance, as well as its link to metacognitive development. The objective here is to explore the motivation variables that influence the performance of cognitive tasks, along with their effect on metacognition. The study sample consists of 354 primary school pupils aged 8-11 at a state school in the Community of Madrid (Spain). The following measuring in-struments have been used for studying the variables: Motivacion para el Aprendizaje y la Ejecucion (MAPE-I) [Motivation for Learning and Execu-tion], a questionnaire on motivation variables; the Junior Metacognitive Awareness Inventory (Jr. MAI), for metacognitive variables, and the bat-tery of tests in the Evaluacion Neuropsicologica de las Funciones Ejecutivas en Ni-nos (ENFEN) [Neuropsychological Assessment of Executive Functions in Children], for assessing cognitive performance. The results reveal a signifi-cant effect between the motivation for focusing on learning and cognitive performance in the tasks that involve inhibition, flexibility, and working memory. We also find a significant effect between increased effort and knowledge regulation. Furthermore, we analyse the relations between the variables by school year to determine the age effect. We evaluate the re-sults’ academic implications.

Digital Teaching Materials and Their Relationship with the Metacognitive Skills of Students in Primary Education

Metacognition is a construct that is noteworthy for its relationship with the prediction and enhancement of student performance. It is of interest in education, as well as in the field of cognitive psychology, because it contributes to competencies, such as learning to learn and the understanding of information. This study conducted research at a state school in the Community of Madrid (Spain) with a sample of 130 students in Grade 3 of their primary education (8 years old). The research involved the use of a digital teaching platform called Smile and Learn, as the feedback included in the digital activities may have an effect on students’ metacognition. We analyzed the implementation of the intelligent platform at school and the activities most commonly engaged in. The Junior Metacognitive Awareness Inventory (Jr. MAI) was the measuring instrument chosen for the external evaluation of metacognition. The study’s results show a higher use of logic and spatial activities. A relationship is observed between the use of digital exercises that have specific feedback and work on logic and visuospatial skills with metacognitive knowledge. We discuss our findings surrounding educational implications, metacognition assessment, and recommendations for improvements of the digital materials.

A Rasch Analysis of the Junior Metacognitive Awareness Inventory With Singapore Students

ABSTRACTThe psychometric properties of the 2 versions of the Junior Metacognitive Awareness Inventory were examined with Singapore student samples. Other than 2 misfitting items and an underutilized response scale, Rasch analysis demonstrated that the instruments have good measurement precision, and no differential item functioning was detected across gender or ethnic groups.

The Effect of Cooperative Learning Method Enhanced with Metacognitive Strategies on Students’ Metacognitive Skills in Math Course

The purpose of this research was to investigate the effect of cooperative learning method enhanced with metacognitive strategies on metacognitive skills of 6 th grade students in mathematics education. The research was designed as a mixed method in which qualitative and quantita­tive methods were used together. The quantitative research was planned as a pre-test post-test control group quasiexperimental design. Document review method, one of the qualitative research techniques, was used to obtain qualitative data. The research participants were composed of 101 6 th grade students. Cooperative learning method enhanced by metacognitive strategies was used in the first experimental group and only cooperative learning method with no support of metacognitive strategies was used in the second experimental group. There was no intervention for the control group. Data were collected using the “Junior Metacognitive Awareness Inventory (Jr. MAI)” developed by Sperling, Howard, Miller, and Murphy (2002) and through the written opinions of the students about implementation process. The quantitative data was analyzed by performing the dependent group t-test and analysis of variance. For the qualitative section, data was analyzed using descriptive analysis. According to the results of the data analysis, at the end of the interventions, it was seen that the levels of metacognitive skills of the first experimental group were significantly higher than of both the second experimantal group and the control group. Also, the levels of metacognitive skills of the second experimental group were higher than those of the control group. According to the results based on the analysis of students’ views, it was seen that, the students in the first experimental group expressed their thoughts on the development of their metacognitive skills. In this context, it was observed that, the students’ questioning the problems and their solution processes, analyzing their mistakes and their planning skills have been improved. Also, the second experimental group students stated that they did reciprocal questioning on paired worksheets and their group work skills improved.

The Bifactor Model of the Junior Metacognitive Awareness Inventory (Jr. MAI)

Few self-report measures actually exist that were designed to assess school-aged children’s metacognition. This study examined the factor structure and validity of the Junior Metacognitive Awareness Inventory (Jr. MAI; Sperling et al. Contemporary Educational Psychology, 27, 51–79, 2002) in a sample of primary school children from Singapore. A bifactor model which includes one general factor of metacognition and two uncorrelated knowledge and regulation of cognition group factors yielded the best fit to the data. The general factor of metacognition was found to have high internal consistency and accounted for a greater amount of variance than the two specific factors of knowledge and regulation of cognition. Multigroup analyses offered empirical evidence for the measurement invariance of the bifactor model across gender and ethnic groups. The criterion validity of the model was also demonstrated by significant predictive associations with measures of learning strategies and mathematics achievement. These results provided initial support for the validity and reliability of the Jr. MAI for use with children in the Asian setting. The implications of the findings for future metacognitive research and assessment among children are discussed.

Establishing the Factor Structure of the 18-Item Version of the Junior Metacognitive Awareness Inventory

ABSTRACTThe Junior Metacognitive Awareness Inventory is a student self-report scale developed to correspond to a two-factor model of metacognition. Exploratory (N = 1,783) and confirmatory factor analysis (N = 942) were conducted using data from students in Grades 6 through 12 with results supporting two underlying factors corresponding to Knowledge and Regulation of Cognition.

Establishing the Factor Structure of the 18-Item Version of the Junior Metacognitive Awareness Inventory

The Junior Metacognitive Awareness Inventory is a student self-report scale developed to correspond to a two-factor model of metacognition. Exploratory (N = 1,783) and confirmatory factor analysis (N = 942) were conducted using data from students in Grades 6 through 12 with results supporting two underlying factors corresponding to Knowledge and Regulation of Cognition.

Examining heterogeneity in student metacognition: A factor mixture analysis

Based on data obtained from 873 Singapore Secondary 3 students, this study examined the possible existence of different factor structures of the Junior Metacognitive Awareness Inventory (Jr. MAI) that may represent distinct classes or subpopulations of students. Exploratory factor mixture modeling identified two distinct classes of students that differ in their manifestation of metacognition both quantitatively (i.e. different level of metacognition) and qualitatively (i.e. different factor structure of metacognition). Specifically, for students with lower levels of metacognition the Jr. MAI seemed to represent a unidimensional measure of metacognition, whilst for those with higher levels of metacognition the Jr. MAI appeared to reflect a two-dimensional measure of regulation and knowledge of cognition. Results also revealed that those with lower levels of metacognition reported significantly less utilization of deep learning strategies and had significantly lower levels of mathematics performance than their counterparts with higher levels of metacognition.

10–16 METŲ MOKINIŲ NUOSTATOS DĖL MATEMATIKOS IR METAKOGNITYVAUS SĄMONINGUMO SĄSAJA

MagistrantėVilniaus universitetoBendrosios psichologijos katedraUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: raminta.seniunaite@gmail.comSocialinių mokslų daktarė docentėVilniaus universitetoBendrosios psichologijos katedraUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: birute.pociute@fsf.vu.ltPrasti matematikos mokymosi rezultatai, neigiama matematikos mokymosi nuostata, mokinių nerimas matematikos pamokose ir nepasitikėjimas savo gebėjimais sprendžiant matematikos užduotis yra viena iš rimčiausių šiuolaikinės mokyklos problemų. Tyrimo tikslas – ištirti 10–16 metų mokinių nuostatos dėl matematikos ir metakognityvaus sąmoningumo raišką ir sąsają. Tyrime dalyvavo 168 vienos Vilniaus gimnazijos 4–9 klasių mokiniai. Gauti tyrimo rezultatai parodė, kad nuostata dėl matematikos mokymosi teigiamai susijusi su metakognityviu sąmoningumu, saviveiksmingumu, akademiniais pasiekimais ir statistiškai reikšmingai skiriasi atsižvelgiant i mokinių amžių ir lytį. Daugialypė tiesinė regresija parodė, kad matematikos mokymosi nuostata leidžia nuspėti akademinius pasiekimus, o metakognityvus sąmoningumas – nuostatą dėl matematikos. Remiantis tyrimo rezultatais, metakognityvaus sąmoningumo ugdymu gali būti formuojama labiau teigiama nuostata dėl matematikos mokymosi.

Thinking Metacognitively: Metacognitive Skills and Science Performance

The presented study aims to identify the relations between metacognitive skills and science performance. Data were collected from 211 Romanian adolescents in the seventh and eighth grades, who completed the Junior Metacognitive Awareness Inventory (the version for 5th- 9th grades). The results indicate that adolescents generally use metacognitive skills when learning science subjects and that some metacognitive skills are associated with better performance in science. Nevertheless, adolescents seem to encounter difficulties in using diagrams and pictures that facilitate the learning process, in evaluating the outcomes of their learning process and in using different learning strategies, in accordance with specific learning situations. Given the importance of metacognitive skills in science performance, we argue that it is essential for teachers to understand how to develop a culture of metacognition in science classrooms.

The Measurement and Predictive Ability of Metacognition in Middle School Learners

ABSTRACT The authors examined relations among components of metacognition from varying theoretical perspectives, explored the psychometric characteristics of known measures of metacognition, and examined the predictive strength of measures of metacognition for both science and overall academic achievement in 97 seventh-grade students. Findings indicated expected significant correlations between 2 measures of metacognition, the Junior Metacognitive Awareness Inventory (Sperling, Howard, Miller, & Murphy, 2002) and an open-ended version of Swanson's (1990) metacognition measure and a significant correlation between the Swanson measure and general science teacher ratings of students’ metacognition. Student measures demonstrated sound psychometric properties and both were significant predictors of science achievement. Additional analyses, recommendations for future research, and suggestions for practitioners and educators interested in measuring and promoting metacognition are provided.

Exploring the impact of student tutoring on at-risk fifth and sixth graders' self-regulated learning

This study explores the effects of a student tutoring programme focusing on self-regulated learning. Ninety-three Flemish fifth- and sixth-grade tutees at-risk due to their socio-economic and/or non-native background participated. A pre-post test design was used and the ‘Learning Motivation Test’, ‘Junior Metacognitive Awareness Inventory’, and ‘Self-Regulated Learning Interview Schedule’ (SRLIS) were administered. In line with prior research, the present study demonstrates beneficial effects of student tutoring. More specifically, positive effects on sixth graders' learning motivation and metacognitive awareness are revealed. In contrast, no effects on learning motivation and metacognitive awareness were found for fifth graders. Based on the qualitative analysis of SRLIS, both fifth and sixth graders displayed the use of a larger variety of self-regulated learning strategies after the intervention. Suggestions for further research are discussed in order to corroborate and broaden the findings of the present study.

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

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.

Investigating the Relationships Among Elementary School Students’ Epistemological Beliefs, Metacognition, and Constructivist Science Learning Environment

The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth, seventh, and eight grades of nine elementaryPUBLIC schools located in Ankara, Turkey constituted the participants of this study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES. Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological beliefs and multi-faceted nature of elementary school students’ metacognition was seemed to be supported with this study. It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES.

The Influence of Metacognitive Skills on Learners' Memory of Information in a Hypermedia Environment

Twenty-eight students (aged 9 to 17) freely explored a science Web site structured either in an outline (linear) format or “puzzle” (non-linear) format for 2.5 hours. Subjects then engaged in tasks involving locational memory and informational recall. The results indicate that presence of metacognitive skills was a necessary but not sufficient condition for learning in hypermedia environments; the navigational structure of the Web site also was important. Metacognitive skill (as measured by the Junior Metacognitive Awareness Inventory (Jr. MAI) (Sperling, Howard, Miller, & Murphy, 2002) and the How I Study Questionnaire (HISP) (Fortunato, Hecht, Tittle, & Alvarez, 1991) was not a significant predictor of measures of retention within an outline structure (where the conventional structure did not stimulate meta-cognitive knowledge), while metacognition was a significant predictor of informational recall within the puzzle structure (which required active meta-cognitive knowledge to make meaning within the unfamiliar structure). The results point to the need for instructional designers to consider the structure of Web sites, with particular emphasis on the use of recognizable conventions, in order to reduce the metacognitive demands upon working memory involved in deciphering the structure.