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

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” (Q...

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Autores principales: Vettori, Giulia, Vezzani, Claudio, Bigozzi, Lucia, Pinto, Giuliana
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2018
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6206844/
https://www.ncbi.nlm.nih.gov/pubmed/30405480
http://dx.doi.org/10.3389/fpsyg.2018.01985
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author Vettori, Giulia
Vezzani, Claudio
Bigozzi, Lucia
Pinto, Giuliana
author_facet Vettori, Giulia
Vezzani, Claudio
Bigozzi, Lucia
Pinto, Giuliana
author_sort Vettori, Giulia
collection PubMed
description 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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spelling pubmed-62068442018-11-07 The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students Vettori, Giulia Vezzani, Claudio Bigozzi, Lucia Pinto, Giuliana Front Psychol Psychology 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. Frontiers Media S.A. 2018-10-23 /pmc/articles/PMC6206844/ /pubmed/30405480 http://dx.doi.org/10.3389/fpsyg.2018.01985 Text en Copyright © 2018 Vettori, Vezzani, Bigozzi and Pinto. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Vettori, Giulia
Vezzani, Claudio
Bigozzi, Lucia
Pinto, Giuliana
The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students
title The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students
title_full The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students
title_fullStr The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students
title_full_unstemmed The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students
title_short The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students
title_sort mediating role of conceptions of learning in the relationship between metacognitive skills/strategies and academic outcomes among middle-school students
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6206844/
https://www.ncbi.nlm.nih.gov/pubmed/30405480
http://dx.doi.org/10.3389/fpsyg.2018.01985
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