The Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning

The aim of this research was determine the role of metacognition, metamemory and meta-emotion in predicting students' self-directed learning. The research method was cross-sectional from type of correlation. The research population was all high school students of Urmia city in the 2019-2020 aca...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Mahsa Alamolhoda, Ali Zeinali
Formato:	article
Lenguaje:	FA
Publicado:	Islamic Azad University, Tabriz Branch 2021
Materias:	metacognition metamemory meta-emotion self-directed learning Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d656991a19ae45aaad90c6b8a29eefa3
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:d656991a19ae45aaad90c6b8a29eefa3
record_format	dspace
spelling	oai:doaj.org-article:d656991a19ae45aaad90c6b8a29eefa32021-11-09T05:54:04ZThe Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning2345-62992476-562710.30495/jinev.2021.683363https://doaj.org/article/d656991a19ae45aaad90c6b8a29eefa32021-05-01T00:00:00Zhttp://jinev.iaut.ac.ir/article_683363_e10fc06aca2a4ef8af3f2f8e50e754c9.pdfhttps://doaj.org/toc/2345-6299https://doaj.org/toc/2476-5627The aim of this research was determine the role of metacognition, metamemory and meta-emotion in predicting students' self-directed learning. The research method was cross-sectional from type of correlation. The research population was all high school students of Urmia city in the 2019-2020 academic years. The research sample was 400 students who were selected by multi-stage cluster sampling method. The research tools were the O'Neill & Abedi metacognition inventory (1996), Troyer & Rich metamemory questionnaire (2002), Mitmansgruber & et al meta-emotion questionnaire (2009) and Fisher & et al self-directed learning scale (2001). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model methods in SPSS-19 software. The findings showed that metacognition, metamemory and positive meta-emotion had a positive and significant relationship with self-directed learning and negative meta-emotion had a negative and significant relationship with self-directed learning. Also, the variables of metacognition, metamemory and meta-emotion significantly could predicted 40.8 percent of variance of students' self-directed learning and in this predicting the role of metamemory was higher than other variables (p < 0.01). According to the results of the present study, to improve students' self-directed learning, can be designed programs to increase metacognition, metamemory and positive meta-emotion and decrease negative meta-emotion and implement them through workshops.Mahsa AlamolhodaAli ZeinaliIslamic Azad University, Tabriz Brancharticlemetacognitionmetamemorymeta-emotionself-directed learningEducationLSpecial aspects of educationLC8-6691FAآموزش و ارزشیابی, Vol 14, Iss 53, Pp 93-108 (2021)
institution	DOAJ
collection	DOAJ
language	FA
topic	metacognition metamemory meta-emotion self-directed learning Education L Special aspects of education LC8-6691
spellingShingle	metacognition metamemory meta-emotion self-directed learning Education L Special aspects of education LC8-6691 Mahsa Alamolhoda Ali Zeinali The Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning
description	The aim of this research was determine the role of metacognition, metamemory and meta-emotion in predicting students' self-directed learning. The research method was cross-sectional from type of correlation. The research population was all high school students of Urmia city in the 2019-2020 academic years. The research sample was 400 students who were selected by multi-stage cluster sampling method. The research tools were the O'Neill & Abedi metacognition inventory (1996), Troyer & Rich metamemory questionnaire (2002), Mitmansgruber & et al meta-emotion questionnaire (2009) and Fisher & et al self-directed learning scale (2001). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model methods in SPSS-19 software. The findings showed that metacognition, metamemory and positive meta-emotion had a positive and significant relationship with self-directed learning and negative meta-emotion had a negative and significant relationship with self-directed learning. Also, the variables of metacognition, metamemory and meta-emotion significantly could predicted 40.8 percent of variance of students' self-directed learning and in this predicting the role of metamemory was higher than other variables (p < 0.01). According to the results of the present study, to improve students' self-directed learning, can be designed programs to increase metacognition, metamemory and positive meta-emotion and decrease negative meta-emotion and implement them through workshops.
format	article
author	Mahsa Alamolhoda Ali Zeinali
author_facet	Mahsa Alamolhoda Ali Zeinali
author_sort	Mahsa Alamolhoda
title	The Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning
title_short	The Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning
title_full	The Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning
title_fullStr	The Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning
title_full_unstemmed	The Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning
title_sort	role of metacognition, metamemory and meta-emotion in predicting students' self-directed learning
publisher	Islamic Azad University, Tabriz Branch
publishDate	2021
url	https://doaj.org/article/d656991a19ae45aaad90c6b8a29eefa3
work_keys_str_mv	AT mahsaalamolhoda theroleofmetacognitionmetamemoryandmetaemotioninpredictingstudentsselfdirectedlearning AT alizeinali theroleofmetacognitionmetamemoryandmetaemotioninpredictingstudentsselfdirectedlearning AT mahsaalamolhoda roleofmetacognitionmetamemoryandmetaemotioninpredictingstudentsselfdirectedlearning AT alizeinali roleofmetacognitionmetamemoryandmetaemotioninpredictingstudentsselfdirectedlearning
_version_	1718441336440356864

The Role of Metacognition, Metamemory and Meta-emotion in Predicting Students' Self-directed Learning

Ejemplares similares