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

Frontiers in Psychology

Giulia Vettori¹ 

关键词: metacognitive skills/strategies;    conceptions of learning;    academic outcomes;    middle school students;    mediation analysis;   

DOI  :  10.3389/fpsyg.2018.01985

学科分类：心理学（综合）

来源: Frontiers

【 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.

【 授权许可】

CC BY