The Predictive Level of Cognitive and Meta-Cognitive Strategies on Academic Achievement

Abstract

The aim of this research is to determine the structural relationship pattern between rehearsal, elaboration, organization and critical thinking strategies and academic achievement. 414 university students attending a public university in Istanbul participated in the study. As a data collection tool, “Motivated Strategies for Learning Questionnaire” was applied to the participants. Academic achievement scores of the students were determined by the English Proficiency Exam (EPE) conducted by the institution. The data obtained from the study were analysed through Structural Equation Modelling (SEM) and by using AMOS 22.0 statistical software program. Findings revealed that rehearsal and elaboration strategies did not predict academic achievement in a meaningful way. On the other hand, critical thinking and organizational strategies were found to be statistically significant in predicting academic achievement. In addition, the results demonstrated that there was a statistically significant and positive relationship between rehearsal, elaboration, organization and critical thinking strategies.

Presentation of a Causal Model of Relationships Between Metacognitive Beliefs, Need for Cognition, and Metacognitive Awareness: The Mediating Role of Goal Orientation and Self-Efficacy

“…Another result of this study is the direct impact of goal orientation on metacognitive awareness. This finding is consistent with the research by Akpur (2017), derived from the fact that mastery-oriented individuals are after genuine understanding and learning (Akpur, 2017). Therefore, in order to achieve their goals, they require more cognitive effort and need to use metacognitive skills consciously or subconsciously to regulate and optimally utilize their cognitions and learnings.…”

“…Also, the significant effect of the need for cognition on goal orientation sends a message to educational authorities that the school environment and educational settings should be arranged in a way that enhances the independence and competence of students. The indirect effect of the need for cognition on metacognitive awareness through the mediation of goal orientation and self-efficacy was not significant, which aligns with the research by Kooshki (2019) (Kooshki & Shavandi, 2019), but is inconsistent with the study by Keshavarz et al (2016;2017) (Keshavarzi et al, 2017;Keshavarzi et al, 2016). Metacognition involves both cognitive processes and the cognitive regulation of emotions, as well as mindfulness.…”

“…Need for Cognition Scale by Cacioppo ( 1996) is an 18item self-report scale scored on a Likert scale from 1 (never) to 5 (always), with a reliability of 0.83 (Akpur, 2017;Al-Hamouri & Abu Mokh, 2011).…”

Active Reading Style, Student Vocabulary Learning Strategies and Self-regulated Learning: A Structural Model Equation on Academic Writing Motivation and Self-regulation

“…The variable has four indicators. The first indicator is the cognitive strategy is focuses on teaching students how to utilize their brains 'potential to the fullest and make it easier to relate new knowledge to preexisting concepts, which helps to strengthen memory and retention [12]. The metacognitive strategy evaluates the efficacy of systematic direct instruction of various metacognitive tactics to help students improve their reading comprehension, vocabulary development, and text comprehension [13].…”

Teachers' Views and Experiences Regarding Acquiring Analytical Thinking Skills in the Middle School Mathematics Curriculum

“…It supports other high-level thinking skills, such as analytical thinking, reasoning, critical thinking, logical thinking, divergent thinking, and problem-solving, and enables them to be used effectively (Akpur, 2021;Ocak & Akkaş Baysal, 2021;Ozdemir Baki & Kilicoglu, 2021). In this regard, it has been emphasized in different studies that analytical thinking is a fundamental skill that students should have (Elder & Paul, 2019;Robbins, 2011).…”