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