The contribution of cognitive and metacognitive strategy use to students' science achievement
- 1 February 2010
- journal article
- research article
- Published by Taylor & Francis Ltd in Educational Research and Evaluation
- Vol. 16 (1), 1-21
- https://doi.org/10.1080/13803611003672348
Abstract
This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacognitive strategy use and science achievement. The statistical analyses revealed significant differences in the level of students' cognitive and metacognitive strategy use scores. Besides, elaboration, organization, and metacognitive self-regulation strategy use were found to make a significant contribution to students' science achievement. Moreover, prior knowledge, parents' educational level, number of reading materials at home, frequency of buying a daily newspaper, presence of a separate study room, and presence of a computer with internet connection at home were significantly associated with cognitive and metacognitive strategy use and science achievement.Keywords
This publication has 20 references indexed in Scilit:
- Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school childrenInternational Journal of Psychology, 2007
- The Making of the Motivated Strategies for Learning QuestionnaireEducational Psychologist, 2005
- Self-Regulation Strategies in Achievement SettingsJournal of Cross-Cultural Psychology, 2001
- Motivation, Meta-Cognition and Self-Regulation as Predictors of Long Term Educational AttainmentEducational Research and Evaluation, 2000
- Students’ Use of Strategies for Self‐regulated Learning: cross‐cultural perspectivesScandinavian Journal of Educational Research, 1999
- Cultural Differences in the Use of Strategies for Self-Regulated LearningAmerican Educational Research Journal, 1996
- Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)Educational and Psychological Measurement, 1993
- Motivational and self-regulated learning components of classroom academic performance.Journal of Educational Psychology, 1990
- Teaching Learning StrategiesEducational Psychologist, 1985
- Influences on Academic Achievement: A Comparison of Results from Uganda and More Industrialized SocietiesSociology of Education, 1976