A Study of the Relationship between Metacognition, Epistemological Beliefs, and Academic Achievements of Junior High School Students

• Main Authors: Hsieh, Peichun, 謝佩君
• Other Authors: 王文科
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/97038877500418450979

碩士 === 東海大學 === 教育研究所 === 100 === Abstract The main purpose of this research was to explore the relationships between metacognitive ability, epistemological beliefs, and academic achievement of the junior high school students. Then, we discussed how metacognitive ability and epistemological beliefs predict students’ academic achievement. Three instruments, namely student’s basic background list, metacognitive ability questionnaire, and epistemological beliefs questionnaire, were adopted to measure students’ each ability. The main finding of this research were as follows： 1. Junior high school students’ academic achievement is improved in the present. 2. Junior high school gifted students with different gender and grade had significant difference on metacognitive ability. 3. Junior high school students with different gender, class type, and parental social-economic status had significant difference on metacognitive ability. 4. Junior high students with different gender, grade, class type, and parental social-economic status did not have significant difference on epistemological beliefs. 5. Junior high school students’ metacognitive ability correlated positively with epistemological beliefs and academic achievement separately. 6. Junior high school students’ epistemological beliefs correlated negatively with academic achievement. 7. Declarative and conditional knowledge of the metacognitive ability can predict junior high school students’ academic achievement. Finally, this research offers suggestions to teachers and further study and serves as the references for future pedagogy and research. Keywords: metacognitive ability, epistemological beliefs, and academic achievement