Interest in the role of metacognition has been steadily rising in most forms of education. The presentpaper focuses on the construction of a questionnaire for measuring metacognitive knowledge,metacognitive regulation and metacognitive responsiveness among Secondary school students andthe subsequent process of testing to determine its validity. The questionnaire was administered to4119 students, (230 school classes) in various types of schools in Palermo, Italy. The general aim ofthe study was to reveal the effects of teaching specific learning strategies to students on theirmetacognitive knowledge, their use of metacognitive skills, and their success. The data gathered wereanalyzed by means of a generalization study and a decision study.
|Numero di pagine||16|
|Stato di pubblicazione||Published - 2014|