Investigating the Relationship between EFL Young Learners’ Metacognitive Awareness and their Achievement Motivation
| المصدر: | مجلة جامعة الفيوم للعلوم التربوية والنفسية |
|---|---|
| الناشر: | جامعة الفيوم - كلية التربية |
| المؤلف الرئيسي: | Farhat, Lobna Ali Agami (Author) |
| مؤلفين آخرين: | Abdelsamie, Mohammed Farouk (Advisor) , Abd El Tawab, Mona Ahmed (Advisor) |
| المجلد/العدد: | ع9, ج5 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2018
|
| الصفحات: | 610 - 632 |
| ISSN: |
2682-4523 |
| رقم MD: | 1044978 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Metacognitive Awareness | Achievement Motivation
|
| رابط المحتوى: |
عدد مرات التحميل
34
| المستخلص: |
The purpose of this study was to investigate the relationship between metacognitive awareness and the achievement motivation of the second stage basic education students. The sample of this study consisted of 60 second year prep stage students of two classes; the first one is from Future Official Advanced Language School and the second one from Azza Zidan Official Language School. In addition, students' metacognitive awareness is measured by a scale, prepared by the researcher. Moreover, students' achievement Motivation is measured by a scale, prepared by the researcher. The major findings of the current study revealed that there is a positive relationship between metacognitive awareness and achievement motivation. So, it is recommended that curriculum designers and developers should take into their consideration motivated activities and methods of teaching in the students’ textbook. Such activities and methods would help students to increase their achievement motivation particularly in learning and real life situations. Also, the learning environment should provide opportunities for dialogue and the classroom should be seen as a community of discourse engaged in activity, reflection and conversation. |
|---|---|
| ISSN: |
2682-4523 |
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