The Importance of Personality Traits in Students⿿ Perceptions of Metacognitive Awareness

Ÿz, Hüseyin

doi:10.1016/j.sbspro.2016.10.090

Cited by 18 publications

(10 citation statements)

References 33 publications

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“…These findings are interpreted to provide a better understanding of the importance of personality traits, especially the Big-Five personality traits, in students impressions of their metacognitive awareness in learning a second or a foreign language (L2). [18] as it knows that selfregulated learning is a part of personality trait which gave the influence on student's learning. For students who have low levels of self-regulation to be motivated from the implementation of learning steps using meta-cognitive strategies.…”

Section: B Discussionmentioning

confidence: 99%

The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension

Khusniyah¹

2020

Proceedings of the 2nd International Conference on Islam, Science and Technology (ICONIST 2019)

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The purpose of this study was to find out the influence cognitive and metacognitive strategies and self-regulation on English reading comprehension learning. This study used a quantitative approach with experimental methods. It used a treatment pattern by level 2 x 2 design. The process of collecting data used questionnaires, tests, observations, and documentation. The data analysis technique is 2-way variant analysis. The results showed that students who have a good level of self-regulation, they do not have difficulty in learning and are in accordance with the implementation of metacognitive strategies. While students with low levels of self-regulation in learning are more suited using cognitive strategies. Metacognitive strategies build student's thinking more broadly in understanding the contents of reading texts and students who learn with cognitive strategies only follow the instructional set by the teacher.

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Section: B Discussionmentioning

confidence: 99%

The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension

Khusniyah¹

2020

Proceedings of the 2nd International Conference on Islam, Science and Technology (ICONIST 2019)

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“…Refers to a learner's assessment of their learning outcomes and the strategies implemented during the learning process (Oz, 2016). Wenden (1998), the first researcher to apply metacognition to language learning, points out that it is very useful to guide and encourage metacognitive behaviour of students learning their second or foreign language.…”

Section: Discussionmentioning

confidence: 99%

“…According to these definitions, there are three major processes in metacognitive strategies, which are also widely accepted amongst researchers in the fields of cognitive psychology and second and foreign language learning: 1. Planning: Planning refers to the process of setting goals and selecting appropriate strategies to reach these goals (Oz, 2016). It includes two subcomponents, directed attention, and selective attention, which involve deciding in advance to focus on either general or specific points of language input (Nosratinia, Ghavidel & Zaker, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Metacognitive Listening Strategy Instruction on Omani Grade 11 EFL Learners’ Listening Comprehension and their Metacognitive Listening Awareness

Al-Jahwari

Mekhlafi²,

Al-Barwani³

et al. 2019

IJLTER

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This quasi-experimental study investigated the effect of metacognitive listening strategy instruction on Omani Grade 11 EFL learners' listening comprehension and their metacognitive listening awareness. The sample of the study included two groups (experimental and control, n=112) from grade 11 students from one of the schools in Muscat Governorate in the academic year 2017-2018. Two research instruments were used to collect data: a listening comprehension test and metacognitive awareness for listening questionnaire. The results of the study revealed that students in the experimental group outperformed their counterparts in the control group in the listening comprehension as a result of the metacognitive listening strategy instruction. Similarly, there was a statistically significant increase in the experimental group students' metacognitive listening awareness as a result of the intervention. In light of these findings, implications and recommendations for further studies were offered.

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“…The high level of metacognitive awareness is in line with research by Fauziah, et al, (2019) which states that metacognitive awareness in high school students is in a good category. The success of achieving this metacognitive awareness occurs due to the influence of personality and interactions with other people as the center of cognitive awareness (Oz, 2016). The school where the sample was taken is a superior school that specifically provides housing facilities for students from other regions.…”

Section: Metacognitive Awarenessmentioning

confidence: 99%

The Relationship Of Metacognitive Awareness And Family Support To Online Learning Outcomes Students Of Senior High School

Khoirunnisa

Huzaifah²,

Madang³

et al. 2022

BIOEDUKASI

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<p>Many factors are related to student learning outcomes in bold learning, including metacognitive awareness and family support. This study is a correlational study that aims to determine the relationship between metacognitive awareness and family support on the learning outcomes of students of class XI MIA (Mathematics and Natural Sciences) SMA Negeri 3 Martapura on the digestive system material in 2021/2022. 73 samples of this study were determined randomly. Questionnaires were given to determine metacognitive and family relationships and were given multiple choices to determine learning outcomes. The results showed that there was a positive but low correlation (r = 0.228) between metacognitive awareness and courageous learning outcomes. There is a negative correlation (r = -0.053) between family support and courageous learning outcomes (Y = 12.917+0.152 X1 - 0.108 X2) which indicates a low relationship between metacognitive awareness and family support on courageous learning outcomes. The implication of this research is that metacognitive awareness and family support are not closely related to learning outcomes and there are many other factors that have a closer relationship.</p>

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The Importance of Personality Traits in Students⿿ Perceptions of Metacognitive Awareness

Cited by 18 publications

References 33 publications

The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension

The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension

The Effect of Metacognitive Listening Strategy Instruction on Omani Grade 11 EFL Learners’ Listening Comprehension and their Metacognitive Listening Awareness

The Relationship Of Metacognitive Awareness And Family Support To Online Learning Outcomes Students Of Senior High School

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