Developmental patterns of school students' motivational- and cognitive-metacognitive competencies

Developmental patterns of school students' motivational- and cognitive-metacognitive competencies

• Mok, Yan Fung University of Georgia
• Fan, Ruth Mei Tai Open University of Hong Kong
• Pang, Nicholas Sun Keung Chinese University of Hong Kong

Educational Studies, 33(1), 81-98, 2007

Routledge

2007

• A 人的成長與發展
  • AB 認知與語言能力的發展；感知及智力發展
• C 教學心理學
  • CC 學習動機
• C 教學心理學
  • CB 學習心理

Foreign Countries Student Attitudes Metacognition Minimum Competencies Cognitive Structures Developmental Psychology Self Evaluation (Individuals) Elementary Secondary Education Self Esteem Background Research Methodology Developmental Tasks Hong Kong

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

This study examined the metacognitive developmental patterns of Hong Kong school students. Students rated their own metacognitive competencies by responding to an inventory of six motivational- and cognitive-metacognitive subscales. Results showed that students' metacognitive competencies decreased with age—from primary 4 (age 9) to secondary 5 (age 17)—with a sharp decline noticeable at the primary/secondary school transition. Age had a more powerful effect than gender on students' perception of their metacognitive competencies. This decreasing pattern of Hong Kong students' metacognitive competencies is contrary to the developmental trends found in Western countries. However, the comparatively high academic performance of Hong Kong students also suggests some different recommendations about student learning.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690600948281]

• 英文

期刊論文

• 03055698

• 10.1080/03055690600948281

https://bibliography.lib.eduhk.hk/tc/bibs/aed7b635

2010-09-08