The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students

被引：16
|
作者：
Vettori, Giulia [1 ]
Vezzani, Claudio [1 ]
Bigozzi, Lucia [1 ]
Pinto, Giuliana [1 ]
机构：
[1] Univ Florence, Dept Educ & Psychol, Florence, Italy
来源：
FRONTIERS IN PSYCHOLOGY | 2018年 / 9卷
关键词：
metacognitive skills/strategies; conceptions of learning; academic outcomes; middle school students; mediation analysis; FACE-TO-FACE; SELF-REGULATION; ACHIEVEMENT; STRATEGY; PREDICTORS; MOTIVATION; PATTERNS; PROGRAM; GENDER; GOALS;
D O I：
10.3389/fpsyg.2018.01985
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
This study investigated the mediating role of conceptions of learning in the relationship between metacognitive skills/strategies and academic outcomes among middle-school students. The self-report "Learning Conceptions Questionnaire" (LCQ) and "Metacognitive questionnaire on the method of study" (QMS- in Italian) were administered to 136 middle-school students and their academic outcomes were collected. Correlation analyses revealed that within metacognitive skills/strategies only self-assessment was positively correlated with academic outcomes. Mediation analysis indicated that a conception of learning as internal attribution of success and failure was significantly involved as mediator in the relationship between metacognitive skills/strategies and academic outcomes. This study permitted to advance our knowledge about the relationship between metacognitive skills/strategies and academic outcomes and it has opened the way to practical implications.
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页数：13
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