Notice of Retraction: The Research of Metacognitive Theorys Training on English Self-efficacy

Zheng, Hui; Gui-xia, Niu; Huiqing, Tian

doi:10.1109/icctd.2009.95

Cited by 2 publications

(2 citation statements)

References 5 publications

(4 reference statements)

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“…According to Coutinho (2008), the most successful students have strong metacognitive skills to observe and evaluate their performance and are fully convinced of their abilities to perform the task successfully. The findings of Hongyan, Guixia and Huiqing (2009) support this finding. In this study, learning strategies, especially metacognitive learning strategies were introduced to the freshman and they were guided for planning, monitoring and evaluating their learning.…”

Section: Discussionsupporting

confidence: 76%

The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

Yıldız

Akdağ²

2017

JETS

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The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers' metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers' metacognitive awareness and teacher self efficacy belief but they did not increase students' science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.

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Section: Discussionsupporting

confidence: 76%

The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

Yıldız

Akdağ²

2017

JETS

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“…Thus accordingly self-regulation executive function model of Wells (Wells, 2010) seemed that meta-cognitive modes inhibits of enabling cognitive-attention syndrome and at the same time with preventing bias in the self-regulation process, helps the recovery process. The researches results of Salarifar and Pakdaman (1988), Salarifar and Mazaheri (1989), Perfect and Schwartz (2004), Korial, Maayan and Nussinson (2006), Artino (2008), Valle et al (2008), Hongyan, Guixia, and Huiqing (2009), Panaoura, Gugatsis, and Demetriou (2009), Metcalf (2009), Jacobson and Viko (2020, Jantz (2010), Mango (2010), Mih and Mih (2010), Duckworth, Grant, Loew, Oettingen, and Gollwitzer (2011) based on positive relationship between meta-cognitive and its component (review, cognitive strategy, meta-cognitive awareness, meta-cognitive control) is not aligned and congruent with result's of this study. In regard to this study, theoretical principles and findings of other research on meta-cognition, we can say: Strengthening meta-cognitive cause to formation of meta-cognitive thinking style.…”

Section: Discuss and Resumptionmentioning

confidence: 94%

Structure Relationship between Self-imaginary and Meta-cognition Beliefs with Self-regulatory Learning in Pre-university Girl Students in Rasht City

Meidani¹,

Sharifi²

2015

Procedia - Social and Behavioral Sciences

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In this study the relationship between self-imaginary structure and meta-cognition beliefs with self-regulatory learning variable in pre-university girl students is investigated. 300 girl students have been selected with bunch random method from Rasht schools for this correlative study. Some devices like schooling self-imaginary questionnaire, meta-cognition questionnaire and selfregulatory learning questionnaire are used to collect the students Data. Data are analyzed with Pearson correlation, regression and one-way ANOVA methods. The analysis shows negative and significant correlation between meta-cognition beliefs variable and self-regulatory learning. This means that reduction of meta-cognition beliefs increases the students learning ability. Also, it is concluded that there is considerable positive correlation between self-imaginary and self-regulatory learning and significant negative association between self-imaginary variable and meta-cognition beliefs. Furthermore, the regression and ANOVA analysis show that self-imaginary and meta-cognition beliefs which are independent variables are not suitable anticipants for selfregulatory learning. Results show that meta-cognition beliefs lead to objective thinking and psychological traumas and play inhibitory role in self-regulatory process. Indeed, people with inner control and positive self-imaginary, have better control on the learning facts and their results. These people have more effective role in the self-regulatory process.

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Notice of Retraction: The Research of Metacognitive Theorys Training on English Self-efficacy

Cited by 2 publications

References 5 publications

The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

Structure Relationship between Self-imaginary and Meta-cognition Beliefs with Self-regulatory Learning in Pre-university Girl Students in Rasht City

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