The Relationship Between Locus of Control, Metacognition, and Academic Success

Hrbáčková, Karla; Hladík, Jakub; Vávrová, Soňa

doi:10.1016/j.sbspro.2012.12.130

Cited by 31 publications

(23 citation statements)

References 16 publications

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“…Regulating and improving studying skills is done best through actively thinking about learning, a process termed metacognition. First described by Flavell (), metacognition has been the topic of a wide variety of education research (Hrbáčková and others ). Simply stated, metacognition involves “thinking about thinking.” While knowledge of cognitive phenomena is not prevalent in younger children (Flavell and others ), Flavell explains that metacognition can be developed throughout an individual's life (Flavell ).…”

Section: Introductionmentioning

confidence: 99%

Implementing Student‐Centered Learning Practices in a Large Enrollment, Introductory Food Science and Human Nutrition Course

Korte

Reitz

Schmidt

2015

J of Food Science Edu

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Informed by the latest research on how people learn, effective teachers address both aspects of the teachinglearning equation-they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student-centered learning practices on students' perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student-centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5-point Likert scales and qualitative, open-ended questions was used to determine students' (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean = 4.34), microthemes (Mean = 4.27), and quizzes (Mean = 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student-centered learning practices should be offered to future FSHN 101 students.

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Section: Introductionmentioning

confidence: 99%

Implementing Student‐Centered Learning Practices in a Large Enrollment, Introductory Food Science and Human Nutrition Course

Korte

Reitz

Schmidt

2015

J of Food Science Edu

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“…Therefore, the characteristics of internally oriented learners benefit them to be more creative. Similarly, Hrbáčková et al, (2012) and Ghonsooly and Elahi (2010) reported that most learners tend to be internalizers and this internal locus of control significantly affects their academic achievements. On the other hand, externalizers think that things occur as they just occur.…”

Section: Discussionmentioning

confidence: 95%

“…Internal learners having more responsibility for learning highly valued the online courses and were more satisfied with it than external ones. Hrbáčková et al (2012) argued that internally oriented learners showed greater improvement in the academic achievement and metacognition while it was not the case for external locus of control, "if students believe that academic success (mastering specific skills in a specific context) depends on themselves they may achieve a higher level of metacognition" (p. 1809). Quantitatively assessing and interviewing learners, Ghonsooly and Elahi (2011) reported significant role for locus of control in learners' reading and writing skills.…”

Section: External Locus Of Controlmentioning

confidence: 99%

Creativity in Writing: A Study of EFL Learners’ Locus of Control

Khoshsima

Izadi

2014

IJALEL

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The present study aims at providing a clear picture of Julian Rotter's (1966) locus of control and learners' creative thinking. Specifically, the study seeks to determine the differences between internal and external orientation in creative writing. In this respect, 20 MA students were asked to complete the Internal Control Index questionnaire and write four writings on the provided topics. The results of the study reveal that internally perceived learners particularly opt more to contemplate and explore cases inasmuch as they believe that they have the control of their environment. However, being in direct opposition, externalizers believe that environment is not under their control and their success and failures are out of their hands. The study concludes that the higher the internal locus of control, the more creative learners are. The research findings may add to our understanding of the learners and learning concerning Attribution Theory.

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“…Students appeared to be more sensitive when there were errors that included content and grammar, conveyed the results in the presentation and conducted evaluation. Cox (2005) and Hrbakova et al (2012) show the argumentation of the results on their research that habituation was a crucial thing to practice metacognition because it made students accustomed to identifying the problems, presentations, arranging plans and solving problems.…”

Section: No Multicollinearity Problemmentioning

confidence: 98%

Using critical analysis to develop metacognitive ability and critical thinking skills in biology

Lukitasari¹,

Hasan²,

Murtafiah³

2019

JPBI

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Possessing and developing metacognitive abilities are an essential part of the learning process. This study is a class action research on the use of critical analysis to identify its influence on students’ metacognitive abilities and critical thinking skills as well as to discover the relationship between metacognitive abilities and critical thinking skills. The sample of this study is 76 students from 217 students taking cell biology and non-vascular plants subject during the fall semester. It is a descriptive quantitative study with critical analysis assignments. Critical analysis rubric is used to collect the data of students’ critical analysis and the essay test to measure students’ critical thinking and metacognitive ability. The data of metacognitive ability and critical thinking were analyzed using regression test. The result showed there was a positive influence of the use of critical analysis to the student metacognitive abilities and critical thinking skills. The results of a simple correlation analysis of metacognitive abilities and critical thinking skills show the means value (r) of 0.904, which means that there is a strong positive relationship between the two components. The higher the student’ metacognitive skills, the higher their critical thinking skill will be.

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The Relationship Between Locus of Control, Metacognition, and Academic Success

Cited by 31 publications

References 16 publications

Implementing Student‐Centered Learning Practices in a Large Enrollment, Introductory Food Science and Human Nutrition Course

Implementing Student‐Centered Learning Practices in a Large Enrollment, Introductory Food Science and Human Nutrition Course

Creativity in Writing: A Study of EFL Learners’ Locus of Control

Using critical analysis to develop metacognitive ability and critical thinking skills in biology

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