メタ認知的活動が学習行動に及ぼす影響

概要

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This study attempted to analyze the structure of metacognition based on the metacognitive activities measured by questionnaire, and to investigate the effects of metacognitive activities on various learning behaviors. 209 students' data were used. The results indicated the foliowings: 1) Factor analysis suggested that metacognitive activities were constructed of activities for understanding, activities of self-evaluation, and activities of self-learning. 2) Relations between metacognitive activities and outcome variables were not strong. But subjects who have high score on above 2 factors including factor 1 were better achievers and conducted more learning behaviors. 3) Multiple regression analyses for outcome variables revealed that academic achievement was the most powerful predictor as an aptitude variable. The expected effects of metacognition were not obtained. Possible relations among metacognition, learning strategy, and measured metacognitive activities were proposed. It is suggested how to improve questionnaire and necessity to take other measures of metacognition. The prospective metacognition study was discussed.
武庫川女子大学の論文