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.
|Advisor:||Malpass, John R.|
|Commitee:||Bertrand, Art, Chappell, Kelley|
|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|
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