Students’ Metacognitive Competencies: Effect on Mastery of Learning Strategies and Outcomes

Q4 Social Sciences

Curriculum and Teaching Pub Date : 2021-12-01 DOI:10.7459/ct/36.2.03

S. Lan, Eric C. K. Cheng

引用次数: 0

Abstract

This paper discusses the constructs of students’ metacognitive competencies and its effect on mastery of learning strategies and enhancing learning outcomes in the context of high school in Shanghai, China, where Learning to Learn curriculum has been implemented for years. 780 students from three types of typical high schools in Shanghai participated in a questionnaire survey. Result of a structural equation model shows that metacognitive knowledge, planning, monitoring, and evaluation constitute students’ metacognitive competencies which effectively predict mastery of learning strategies and their student learning outcomes. Pedagogies for metacognitive teaching for effectively implementing the Learning to learn curriculum are proposed.

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学生元认知能力对学习策略掌握和结果的影响

本文探讨了学生元认知能力的构建及其对学习策略掌握和提高学习效果的影响，以上海市高中为例。来自上海市三类典型高中的780名学生参加了问卷调查。结构方程模型的结果表明，元认知知识、计划、监控和评估构成了学生的元认知能力，有效地预测了学习策略的掌握和学生的学习结果。提出了有效实施“学习型”课程的元认知教学方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Curriculum and Teaching Social Sciences-Education

CiteScore

0.50

自引率

0.00%

发文量

期刊介绍： Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.