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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:
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LEADER 02437nam a22002417a 4500
001 1782394
041 |a eng 
044 |b مصر 
100 |9 566062  |a Farhat, Lobna Ali Agami  |e Author 
245 |a Investigating the Relationship between EFL Young Learners’ Metacognitive Awareness and their Achievement Motivation 
260 |b جامعة الفيوم - كلية التربية  |c 2018 
300 |a 610 - 632 
336 |a بحوث ومقالات  |b Article 
520 |b 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. 
653 |a ما وراء المعرفة  |a جودة التعليم  |a مهارات التفكير العليا 
692 |b Metacognitive Awareness  |b Achievement Motivation 
700 |a Abdelsamie, Mohammed Farouk  |e Advisor  |9 566065 
700 |a Abd El Tawab, Mona Ahmed  |e Advisor  |9 566060 
773 |4 التربية والتعليم  |6 Education & Educational Research  |c 034  |f Maǧallaẗ Ǧāmiʿaẗ Al-Fayūm Lil ʿulūm Al-Tarbawiyyaẗ wa Al-Nafsiyyaẗ  |l 005  |m ع9, ج5  |o 0649  |s مجلة جامعة الفيوم للعلوم التربوية والنفسية  |t Fayoum University Journal of Educational and Psychological Sciences  |v 009  |x 2682-4523 
856 |u 0649-009-005-034.pdf 
930 |d y  |p y  |q n 
995 |a EduSearch 
999 |c 1044978  |d 1044978