The Relationship Between Religious Commitment with Meta-Cognitive Skills and Philosophical Mindedness of the Graduate Students of Kerman City Universities in the Academic Year 2011–2012

Abstract

Religious commitment is one of the many factors that affect individual's characteristics, including perceptions affections, emotions, interpersonal relationships, and aspirations. The purpose of the present study was to examine for the possible relationship between religious commitment with meta-cognitive skills and philosophical mindedness among the graduate students. The target population was graduate students of Kerman universities during the academic year 2011-2012. The sample includes 394 graduate students who were selected using stratified random sampling with proportional allocation. Standardized questionnaires were employed and completed by the individuals to measure religious commitment (with subscales of religious commitment, duality, and non-commitment), meta-cognitive skills (with the Cognitive and Affective Subscales), and philosophical mindedness (with subscales of comprehensiveness, penetration, and flexibility). According to the most important findings of the study, there was a significant relationship between subscale of religious commitment and both the subscales and the total score of metacognition. In addition, there was significant relationship between both the subscale of religious commitment and its total score with the subscales and the total score of philosophical mindedness. Moreover, there was significant and negative relationship between the subscale of religious duality with the subscales and the total score of philosophical mindedness. Finally, multiple linear regression analysis showed that religious commitment subscale was the significant predictor of Cognitive and Affective Subscale of meta-cognitive skills and its total score. The subscale of duality was also the most important and significant predicators of the subscales and total score of philosophical mindedness.

English as a foreign language teachers’ perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19

“…They were able to expand their digital knowledge and select appropriate materials. These teachers had the knowledge of cognition with its three aspects of cognitive awareness ( Javid et al., 2013 ; Schraw, 1998 ) and could apply their knowledge congruously in their practical teaching. However, those teachers whose knowledge of digital tools was lower than their usage of them encountered technological difficulties that impaired their teaching.…”

“…Knowledge of cognition refers to cognition in general ( Schraw, 1998 ), and to the possibility of implementing differing strategies congruously ( Garrison, 2003 ; Javid et al., 2013 ). Knowledge of cognition consists of three aspects of cognitive awareness: declarative knowledge, procedural knowledge, and conditional knowledge ( Schraw, 1998 ).…”