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A Research on the Relationship Between Metaco gnition and Learning Motivation

Wang Ling, Guo Dejun (Department of Psychology, Capital Normal University, Beijing, 100037)  
The present study intended to probe into the interplay between motivation and metacognition.378 middle school students responded to questionnaires about metacognition and motivation, su ch as learning motivation, goal orientation, learning self concept, attributio nal s tyle, and test anxiety. Path analysis revealed that motivational variables acted a s an “energizing” device for metacognition; in other words,metacognition was a ffec ted by motivational variables.In details,attributional style,test anxiety,and go al orientation affected metacognition directly, while learning motivation and se lf concept affected metacognition indirectly through the mediating of some moti vational variables.In all the motivational variables, learning self co ncept played a very important role. On the one hand, it reduced the level of tes t an xiety; on the other hand, it was good for mastery orientation. Moreover, low anx iety and mastery orientation were helpful to metacognitive activities.
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