Dissertation/Thesis Abstract

The effect of the use of learning journals on the development of metacognition in undergraduate students
by RinconGallardo, Toni J., Ph.D., Capella University, 2010, 87; 3389888
Abstract (Summary)

This study used a quasi-experimental research design to investigate the effect of undergraduate students’ use of learning journals on metacognitive development and academic achievement. Results of a 2 x 2 mixed factorial ANOVA found a significant effect for students’ use of learning journals and metacognitive development. A one-way between-groups ANOVA found no significant difference in academic achievement between students who used learning journals and students who did not use learning journals. Selected demographic data were also explored for possible relationships to metacognition. Results of Spearman’s correlation coefficient showed a positive relationship between father’s highest level of education and metacognition. Although further analysis resulted in no significance, mean observations indicated that as father’s level of education increased, so did students’ metacognition.

Indexing (document details)
Advisor: Malpass, John R.
Commitee: Bertrand, Art, Chappell, Kelley
School: Capella University
Department: School of Psychology
School Location: United States -- Minnesota
Source: DAI-B 71/01, Dissertation Abstracts International
Subjects: Developmental psychology, Cognitive psychology
Keywords: 2x2 mixed factorial anova, Academic achievement, Learning journals, Metacognition, Metacognitive Awareness Inventory
Publication Number: 3389888
ISBN: 9781109569841
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