The development of a questionnaire on metacognition for students in higher education

Meijer, Joost; Sleegers, P.J.C.; Elshout-Mohr, M.; Daalen-Kapteijns, M. van; Meeus, Wil; Tempelaar, Dirk

doi:10.1080/00131881.2013.767024

Cited by 34 publications

(37 citation statements)

References 32 publications

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“…This study aimed to adapt the Awareness of Independent Learning Inventory (AILI, Meijer et al, 2013) which consists of three dimensions and 45 items to Turkish. The validity and reliability of the Turkish version of the scale were analyzed through three studies.…”

Section: Discussionmentioning

confidence: 99%

“…In their scale development study, the AILI was administered to 1058 students across various types of teacher training institutes in Netherlands and Belgium (Meijer et al, 2013).…”

Section: Methods Aili (Awareness Of Independent Learning Inventory)mentioning

confidence: 99%

“…Sample item (38): If I find information difficult to understand I don't try to find a deeper reason for this. The current study aimed to provide a valid and reliable tool to measure university students' metacognition by the adaptation of the AILI (Meijer et al, 2013) to Turkish and provide a comprehensive inventory for relevant researchers' use in Turkey.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study

Sökmen

Taş²,

Yeşilyurt³

et al. 2017

İlköğretim Online

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ABSTRACT. In this study, it was aimed to adapt the Awareness of Independent Learning Inventory to Turkish. The inventory measures university students' metacognitive knowledge, metacognitive skills, and metacognitive attitude levels. The validity and reliability of the Turkish version of the scale were investigated through three different studies. The first study was conducted with participation of 25, the second with 291, and the third with 303 pre-service teachers. In the adaptation process, language experts were brought in to judge the linguistic validity of the inventory. Confirmatory factor analyses were conducted on the data and according to the fit indices, the proposed three-factor structure was found to be consistent with the data set. Cronbach Alpha coefficients for the dimensions of the scale were found as 0.81 for the metacognitive knowledge dimension (13 items), 0.85 for the metacognitive skills dimension (13 items), and 0.79 for the metacognitive attitudes dimension (10 items). According to the findings of the study, it can be claimed that the Turkish version of the AILI, BÖFE (Bağımsız Öğrenme Farkındalığı Envanteri) is a valid and reliable measure to assess university students' metacognition.

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Section: Discussionmentioning

confidence: 99%

“…In their scale development study, the AILI was administered to 1058 students across various types of teacher training institutes in Netherlands and Belgium (Meijer et al, 2013).…”

Section: Methods Aili (Awareness Of Independent Learning Inventory)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study

Sökmen

Taş²,

Yeşilyurt³

et al. 2017

İlköğretim Online

View full text Add to dashboard Cite

show abstract

“…Thus, conclusions regarding their actual use in either Portuguese or Brazilian contexts cannot be made. Surveys and inventories have been one common method for assessing self-regulation and strategy use in different domains (Meijer et al, 2013;Wolters, Benzon, & Arroyo-Giner, 2011). These instruments allow researchers to collect a large amount of data about particular constructs with lower costs regarding expenses and time.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Malpique

Simão

Frison

2017

Psychology of Language and Communication

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We investigated cross-cultural differences in ninth-grade students' reported use of self-regulated strategies for writing. We assessed 12 self-regulated strategies for writing tapping environmental, behavioural, and personal self-regulated processes. Seven hundred and thirty-two Portuguese and Brazilian students in transition to high school (M age = 14.3; 372 male and 306 female) from mainstream urban schools reported on their use of the strategies. Statistical analyses included a multivariate analysis of variance (MANOVA) with 12 dependent variables (self-regulated strategies for writing) and 2 between-subjects variables (country and gender). There were significant main effects for country with medium effect sizes and statistically significant small effect sizes for gender main effects. All-male and all-female comparisons indicated significant differences and medium effect sizes within gender groups. The majority of the differences tapped personal self-regulated strategies. Taken together, these findings suggest that initiating and controlling writing may be a contextualised bounded process.

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“…activities such as aligning oneself to a learning task, monitoring comprehension, and checking learning outcomes [4]. Students who perform many metacognitive activities tend to attain better learning results than peers who perform few metacognitive activities.…”

Section: Introductionmentioning

confidence: 99%

The Evaluation of Education Faculty Students‟ Metacognitive Reading Strategies Usage According to Some Variables

Kenanlar¹,

Pilten²

2014

IJIET

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Abstract-The purpose of this research, is to determine how the education faculty students' abilities to make use of the strategies of understanding what they read, change depending on the usage of technology. In the research, frequency, percent and standard deviations from the descriptive statistics have been counted. T-test has been established in order to determine however cognitive reading strategies differentiate according to the technology usage factor. At the end of the research; it is found out that the participants' way of reaching the information has been effective on their usage of cognitive reading strategies, the frequency of playing video games on spare times and the usage of technology in daily life had no significant difference on the metacognitive reading strategies.

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The development of a questionnaire on metacognition for students in higher education

Cited by 34 publications

References 32 publications

Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study

Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study

Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

The Evaluation of Education Faculty Students‟ Metacognitive Reading Strategies Usage According to Some Variables

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