Effects of Cognitive and Metacognitive Regulation on Students’Academic Writing Performance at Badji Mokhtar - Annaba University
| المصدر: | مجلة الواحات للبحوث والدراسات |
|---|---|
| الناشر: | جامعة غرداية |
| المؤلف الرئيسي: | Aouaidjia, Soumia (Author) |
| مؤلفين آخرين: | Sakraoui, Amel Haddoune (Co-Author) |
| المجلد/العدد: | مج17, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | جوان |
| الصفحات: | 808 - 827 |
| DOI: |
10.54246/1548-017-001-043 |
| ISSN: |
1112-7163 |
| رقم MD: | 1496572 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EcoLink, IslamicInfo, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Academic Writing Performance | Self-Regulatory Skills | Cognitive and Metacognitive Strategies | Masters 1 Students of English | Correlation
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
Academic writing involves both linguistic and self-regulatory skills, namely cognitive strategies that students need to deploy in performance. This study investigates the type of relationship(s) existing between cognitive/metacognitive self-regulatory strategy use on the one hand and academic writing performance on the other hand. The study sample is Master 1 students (N=82) of Language Sciences at Badji Mokhtar University of Annaba. Data tools consist of a self-report questionnaire in addition to an index of performance based on exam scores (2022/2023). Data were analysed by means of a correlational analysis, using T-test and simple linear regression. Findings revealed a moderate positive association (R2= 0.514) between the study variables with an effect of (b=0.420). Participants’ use of cognitive strategies was found to affect performance by 51.4 %. Recommendations were provided to hone students’ writing performance within a self-regulatory perspective. |
|---|---|
| ISSN: |
1112-7163 |
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