Metacognitive Self-Regulation and Problem-Solving: Expanding the Theory Base through Factor Analysis.

Autor/inn/en	Howard, Bruce C.; McGee, Steven; Shia, Regina; Hong, Namsoo S.
Titel	Metacognitive Self-Regulation and Problem-Solving: Expanding the Theory Base through Factor Analysis.
Quelle	(2000), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Elementary Secondary Education; Measures (Individuals); Metacognition; Problem Solving; Reliability; Secondary School Students; Self Report; Test Construction; Validity + Suchen Sie Ihr Suchwort? Messdaten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Reliabilität; Sekundarschüler; Testaufbau; Gültigkeit
Abstract	This instrument development study had two goals. The first was to develop a measurement tool that would be valid for research and useful for assessment and intervention in classrooms. The second goal was to develop theory in the area of self-regulated learning. Results of preliminary research and study of the literature suggest that metacognitive awareness and regulatory skills in a problem-solving context are composed of these factors: Knowledge of Cognition, Objectivity, Problem Representation, Subtask Monitoring, and Evaluation. A self-report measure was developed, and data were collected using two existing inventories related to metacognition and problem solving. Participants were 3 groups totaling 339 students aged 10 to 19 in the first phase of the study. After eliminating items based on reliability analyses, a new inventory was developed focusing on the five factors. Reliability analyses were conducted using data from 829 students in grades 6 through 12, and the remaining items were factor analyzed. The developed instrument is attached. (Contains 1 table and 10 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC