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:: Volume 31, Issue 1 (6-2015) ::
QJOE 2015, 31(1): 119-140 Back to browse issues page
Metacognitive and Affective Factors Involved in High and Low Math Achievement
J. Mesraabaadi, Ph.D. , A. Reza'ee, Ph.D.
Abstract:   (4500 Views)

To identify the extent to which different cognitive and affective factors are involved in high and low math achievement, a cluster sample of 313 high and low achieving eight graders in Tabreez was given a set of measures on math achievement, attitude towards school, and cognitive/metacognitive knowledge and strategies. Data analyses show that the two achievement groups are distinguishable by the use of both cognitive and metacognitive strategies, academic self-concept, and valuing school goals. The same four factors were involved in distinguishing 67% of both groups.

Keywords: academic achievement, metacognition, academic affect, diagnosis function
Full-Text [PDF 551 kb]   (863 Downloads)    
Type of Study: Research | Subject: Special
Received: 2013/02/23 | Accepted: 2014/04/14 | Published: 2015/05/23
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Mesraabaadi, Ph.D. J, Reza'ee, Ph.D. A. Metacognitive and Affective Factors Involved in High and Low Math Achievement. QJOE 2015; 31 (1) :119-140
URL: http://qjoe.ir/article-1-181-en.html


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Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 31, Issue 1 (6-2015) Back to browse issues page
فصلنامه تعلیم و تربیت Quarterly Journal of Education
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