Metacognitive Components of Students' Difficulties in the First Year of University

Autor/inn/en	Costabile, Angela; Cornoldi, Cesare; De Beni, Rossana; Manfredi, Paola; Figliuzzi, Sante
Titel	Metacognitive Components of Students' Difficulties in the First Year of University
Quelle	In: International Journal of Higher Education, 2 (2013) 4, S.165-171 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Metacognition; Academic Achievement; Study Skills; Questionnaires; Self Efficacy; Self Motivation; Predictor Variables; Dropouts; College Students; Remedial Instruction; Identification; Role; Student Characteristics; Learning Strategies; Student Attitudes; Scores; Multivariate Analysis; Italy + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Studientechnik; Fragebogen; Self-efficacy; Selbstwirksamkeit; Prädiktor; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Collegestudent; Förderkurs; Identifikation; Identifizierung; Rollen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Multivariate Analyse; Italien
Abstract	Metacognition is a good predictor of University students' achievement and should be more systematically considered since it might also help reduce student drop outs. In particular drop out is a dramatic problem for Italian Universities since it may concern more than 40% of students. The identification of factors that lead to academic failure and of remedial programs seems, therefore, necessary. The present paper examines the role of metacognitive aspects in more than 1,000 freshmen who participated in a project at the University of Calabria, in the South of Italy. Students at the beginning of the academic year completed two Questionnaires, concerning their study skills and other personal characteristics, and then followed a 10-hour metacognitive training course on the study and personal skills necessary for succeeding at university. A few months later, students again completed the Study Skills Questionnaire and, at the end of the year, information was collected on their achievements. Results showed that significant predictors of the students' achievement were perceived self-efficacy, and other self-regulatory and motivational constructs. Furthermore, the training was able to change the students' perceived ability to use study strategies and to process study material in a more in-depth manner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01