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The impact to demographic and academic factors on metacognition and academic self-efficacy: A study on Iranian students in health sciences
BACKGROUND: Metacognition and academic self-efficacy are two emerging resources in the process of learning. Basic levels of metacognition and academic self-efficacy may differ and be influenced by demographic and academic factors. This study investigated impacts of demographic and academic factors o...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Wolters Kluwer - Medknow
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7255581/ https://www.ncbi.nlm.nih.gov/pubmed/32490005 http://dx.doi.org/10.4103/jehp.jehp_519_19 |
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author | Raeisi, Elham Solati, Kamal Aazami, Mathias Hossain Shamsipour, Nastaran Sadeghian, Zohreh Ahmady, Soleiman |
author_facet | Raeisi, Elham Solati, Kamal Aazami, Mathias Hossain Shamsipour, Nastaran Sadeghian, Zohreh Ahmady, Soleiman |
author_sort | Raeisi, Elham |
collection | PubMed |
description | BACKGROUND: Metacognition and academic self-efficacy are two emerging resources in the process of learning. Basic levels of metacognition and academic self-efficacy may differ and be influenced by demographic and academic factors. This study investigated impacts of demographic and academic factors on metacognition, metacognitive skills, and academic self-efficacy in health sciences students. MATERIALS AND METHODS: A cross-sectional study was conducted among 404 participating students attending various fields of study in health sciences at Shahrekord University of Medical Sciences. Demographic and academic data were collected. Global metacognition, metacognitive skills, and academic self-efficacy scores were assessed using published or online questionnaires. Means were compared using Student's t-test, whereas intra- and intergroups' scores were compared using one-way ANOVA test. RESULTS: Global metacognition and academic self-efficacy were not impacted by demographic students' status. The gender and age impacted both knowledge and control of process- planning (favoring male gender), as well knowledge and control-of-self (disfavoring 20–30 age class) of metacognitive skills, (P < 0.05). Academic status did not influence academic self-efficacy. The school type influenced the metacognitive skill component to knowledge and control of process-regulation (disfavoring nursing school) (P < 0.05). The academic discipline impacted the global metacognition (P < 0.05) and its knowledge and control of self-component (P < 0.01). CONCLUSIONS: Demographic and academic status does impact metacognitive skills and global metacognition scores. Given the heterogeneous level to innate metacognitive skills, this study sheds lights on usefulness to screen learners' subgroups that require supplementary educational instructions to uniformly optimize metacognitive skills. |
format | Online Article Text |
id | pubmed-7255581 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Wolters Kluwer - Medknow |
record_format | MEDLINE/PubMed |
spelling | pubmed-72555812020-06-01 The impact to demographic and academic factors on metacognition and academic self-efficacy: A study on Iranian students in health sciences Raeisi, Elham Solati, Kamal Aazami, Mathias Hossain Shamsipour, Nastaran Sadeghian, Zohreh Ahmady, Soleiman J Educ Health Promot Original Article BACKGROUND: Metacognition and academic self-efficacy are two emerging resources in the process of learning. Basic levels of metacognition and academic self-efficacy may differ and be influenced by demographic and academic factors. This study investigated impacts of demographic and academic factors on metacognition, metacognitive skills, and academic self-efficacy in health sciences students. MATERIALS AND METHODS: A cross-sectional study was conducted among 404 participating students attending various fields of study in health sciences at Shahrekord University of Medical Sciences. Demographic and academic data were collected. Global metacognition, metacognitive skills, and academic self-efficacy scores were assessed using published or online questionnaires. Means were compared using Student's t-test, whereas intra- and intergroups' scores were compared using one-way ANOVA test. RESULTS: Global metacognition and academic self-efficacy were not impacted by demographic students' status. The gender and age impacted both knowledge and control of process- planning (favoring male gender), as well knowledge and control-of-self (disfavoring 20–30 age class) of metacognitive skills, (P < 0.05). Academic status did not influence academic self-efficacy. The school type influenced the metacognitive skill component to knowledge and control of process-regulation (disfavoring nursing school) (P < 0.05). The academic discipline impacted the global metacognition (P < 0.05) and its knowledge and control of self-component (P < 0.01). CONCLUSIONS: Demographic and academic status does impact metacognitive skills and global metacognition scores. Given the heterogeneous level to innate metacognitive skills, this study sheds lights on usefulness to screen learners' subgroups that require supplementary educational instructions to uniformly optimize metacognitive skills. Wolters Kluwer - Medknow 2020-03-31 /pmc/articles/PMC7255581/ /pubmed/32490005 http://dx.doi.org/10.4103/jehp.jehp_519_19 Text en Copyright: © 2020 Journal of Education and Health Promotion http://creativecommons.org/licenses/by-nc-sa/4.0 This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms. |
spellingShingle | Original Article Raeisi, Elham Solati, Kamal Aazami, Mathias Hossain Shamsipour, Nastaran Sadeghian, Zohreh Ahmady, Soleiman The impact to demographic and academic factors on metacognition and academic self-efficacy: A study on Iranian students in health sciences |
title | The impact to demographic and academic factors on metacognition and academic self-efficacy: A study on Iranian students in health sciences |
title_full | The impact to demographic and academic factors on metacognition and academic self-efficacy: A study on Iranian students in health sciences |
title_fullStr | The impact to demographic and academic factors on metacognition and academic self-efficacy: A study on Iranian students in health sciences |
title_full_unstemmed | The impact to demographic and academic factors on metacognition and academic self-efficacy: A study on Iranian students in health sciences |
title_short | The impact to demographic and academic factors on metacognition and academic self-efficacy: A study on Iranian students in health sciences |
title_sort | impact to demographic and academic factors on metacognition and academic self-efficacy: a study on iranian students in health sciences |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7255581/ https://www.ncbi.nlm.nih.gov/pubmed/32490005 http://dx.doi.org/10.4103/jehp.jehp_519_19 |
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