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- Brice Bell
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1 א : א א א א א א ( ) א מ א א : /. جوان
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5 א Metacognition. ( ) Achievement Motive : : א ) ( ): ( ) ( : : א توجد علاقة ارتباط موجبة ودالة إحصاي يا بين الوعي بالعمليات المعرفية ودافع الا نجاز الدراسي. درجة الوعي بالعمليات المعرفية ودرجة دافع الا نج از الدراس ي.(4 1 ) ( ) ( ) (2 (1 : א א. : 763 א :.( ) ( ) ( ) (SPSS 11.0 for windows) א א : Crosstabs Pearson Correlation :. Analysis of variance ANOVA One Way (0,74) : : א. (0,01).. (4 1 ).1 : א : (1.. (2 (3.. (4 (5. 5
6 Abstract This study investigated the relationship between metacognition (processes) and school achievement motive in teacher training students in Algiers. Research problem: This can be summarized in the three following questions: 1) Is there any correlation relationship between metacognition (processes) and school achievement motive scores? 2) Are there any statistically significant differences between students according to sex, stream (Art, science) and level of studies (first and fourth years) in metacognition and school achievement motive scores? Research hypotheses: This research aimed at testing the following hypotheses: 1 There is a positive and statistically significant correlation relationship between metacognition and school achievement motive. 2 There are no statistically significant differences in metacognition and school achievement motive scores between the students groups studied. Research Instrument: Two tests were deviced for this purpose: The first was devoted to metacognition processes and the second to school achievement motive. Both tests were subjected to psychometric analysis to test for validity and reliability. Research Sample: It consisted of 763 teacher training students split as follows: (562 females and 201 males) (420 students of science stream and 343 of art stream) (342 first year and 421 fourth year students). Statistical analysis: Pearson correlation, crosstabs, One Way Analysis of variance (ANOVA). were performed on basis of SPSS 11.0 for Windows. Results: Research results reported a coefficient of correlation of (0.74) between metacognition and school achievement motive scores, which is statistically significant at (0.01) of significance. - There are differences between males and females in both of metacognition and school achievement motive scores to the advantage of females. - There are differences between science and Art streams an the two variables scores to the advantage of Art stream students. - There are differences between first and fourth year students on both variables in favour of first year students. Recommendations: The research came up with the following recommendations: 1) Building of training programs aiming at developing metacognition processes and school achievement motive for different school levels. 2) Design standardised tests for measuring m metacognition and school achievement motive. 3) Carry out experimental studies for measuring the effects of the training programs for metacognition and school achievement motive. 4) Reformation of school programs so that they contribute to the development of metacognition. 5) Train teachers on teaching skills based on metacognition and school achievement motive application. 6
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61 :Positive Valence (3. :Negative Valence (4.... أهم الفرضيات التي تقوم عليها نظرية المجال: (Field of forces) :.(Psychological field) (define it) (change it) (move it).(substance) (stability) : : (External forces) (Internal forces). التعلم حسب نظرية المجال: " " :.... : :. ( Lewin ) 61
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87 . : (3. (4. : (5 Retrieval Storing Processing (1 ) Acquisition : (6 : (1 (2 (3 (4 (5 (6 395 (1996 ). : Sensory registers Focal attention Speed of processing 87
88 303 ( ). : א ] [ ( Shiffren & Atkinson 1971 ) : ( ) ( ) ( ) 15. (1971 ) ( 02 ) 334 (1983 ). :Sensory Registers [Sensory memory(s.m)]( ) : 88
89 ( ). ( ) :. 407 (1996 ) : Short-term memory (S.T.M) ( ) : ( 20). (2±) (... ) Working memory ( ) :.... :. (1 : (
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91 " " : ( ) : ( ( ).( ) : ( ( ) ( ) ( ) ( ). 136 (1983 ) : Mnemonics Strategies. א א א א. (Lindsay,P.H & Norman,D.A 1977 ) 91
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94 298 (1998 )... ( ) א.. : (2005 ) (1996 ). 94
95 Metacognition Metacognition : Metacognitive skills K W L H technique (1 Activating prior Knowledge Strategy. Self - Questioning Strategy P.S. Q. 5 R Strategy Thinking Aloud Strategy. Brain Storming. (2. (3 (4 (5 (6 95
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97 (3. : (II. : (III. : (IV 51 (2006 ). (Flavell,J.H1979 ) : א א : ) (Schraw,G&Dennison,S1994) (2004 ) (2001 : : : Declarative Knowledge :( ) (1. Procedural Knowledge : (2. Conditional Knowledge : (3. : : Planing : (1. 97
98 Information Management : (2.( ) Monitoring : (3. Debugging : (4. Evaluation : (5 10 (2001 ) 169 (2004 ). ) (Brown, A.L, 1980), (Korosky, 1978), (Hatt, 1980) (... (Borkowski, J.G, 1992), (Klow, 1982) (Brown, A.L, 1980) ( ) ( ). ( ) (Klow, 1982) (Paris,S.G & Winograd, P,1990) (Klow). 98
99 (Brokowski, J.G, 1992). ( ).. (Schraw, G and Dennison, R.S, 1994) (Schoenfeld, A.H, 1987) ( ) 17 (2002 ). (Rikey, D, & Stacy, A.M, 2000) (Harris, D.M, 1998). (... ) ) (Chiang, L.H, 1998). 19 (2002 (Brown, A.L, 1989) (Barell, J, 1991). ) Metacognition : א א מ ( 99
100 : : (Paris, S.G and Winogsrd, P 1990) (Borkowski, J et Al, 1987) : : ( Flavell, J.H, 1976 ): (Osman, M.E & Hamnfin, M.J, 1992) (Biggs, J.B and Moore, P.J, 1993) : : ) (Shoenfeld, A.H, 1992) : 25 (2002 Metacognitive Activities :... ( ). 25 (2002 ). ( ) : (Henson, K.T and Eller, B.F, 1999) :.. 100
101 . (2002 ). (Omrod, K, 2000) (Hyerle, D, 2000) (Biggs, R and Moore, : : P, 1993).. ) : (Sternberg, R.J) (Assessment /Monitoring and Controlling /Planning 56 (2002 ). Self- regulated Learning.»: 53 (2006 ).«( ) :.( ) 101
102 Personal Knowledge : (1. : (2. : (3 168 (2004 ). : א א : :Knowledge and Control of self (1 : Metacognitive self-control. :Knowledge and Control of process (2 (Marxano, R.J et Al, 1988) :. (. ( Procedural Declarative ( ) : Conditional 102
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104 : א א מ א : ). (1 49 (2002 (2 210 (2003 ).. (3 (4 (Koch, A, 2000) (1996 ). (5 ) (1997 ).. (6 (Wilson, E, (7 (8 (Holden, T.G and Yore, D, 1996). ). (9 (Hanly, G, (10. (11 :Metacognitive skills א א א» : (Nolan, M.B, 2000).«] :» : 104
105 «] : (Ashman, A.F and et Al, 1994). [ : א א א א מ א א : : :Determine learning objectives (1. ( ) :Manage time in learning (2. :Understand sequence (3. :Determine prerequisites (4. ( ) :Use learning Resources (5. :Self monitoring (6 (Horak, W.J, 1991). 105
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207 «Achievement Motive» II : «Metacognition א א» : 2 1] 50 [ : (Likert ) : «א א» א א א : ) : ( (2004 ) ) (1992 ) (Wolfs,J.L 1998) : ) (2000 ) (1993 ) (2004 ) (1997 ) (1994 ) (2001 ) (2003 ) (2002 ) (1994 ) (1983 ) (1993 Costa,A.L 1985 ) (1990 ) (1991 ) (1993 (Peirce, W, (Hacker, D.J, 1997) (Cooper, S, 2004) (King, K, 2001) (1998 (Shia, R.M, 1999) (Suicegood, M.M, 1994) (Livigiston, J.A, 1997) 2003) (Romacnvillle,M, & Noel, B, 2003) (Partoune,C,1999) (Papaleontiou, L.E, 2003) (Pirot,L, & De Keyel, J.M, 2000) (Otero, J, & Companario, J.M Hopkins,D. K 1992). (Perrin, J.P, 2005) א א : ) ( ) ( : 207
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216 (09) א א.364**.375** **.290** **.391** **.470** **.353** **.564** **.511** 19 :.276**.283** **.469** **.278** 21 א.337**.476** **.538** 26 : א מ.577**.604** 34 א.430** ** ( 11).529**.549** **.487** 32 א א.434**.505** **.466** 36 ( 14).528**.635** **.353** **.486** **.496** **.283** **.408** **.588** **.352** **.590** 15 :.361**.452** **.557** **.757** 02 א א.401**.563** **.714** 07 : מ א.390**.468** 30 א.493** ** ( 09).360**.538** **.666** 17 מ א.231**.206** **.614** 22 ( 06).353**.546** **.642** **.412** **.617** 08 N = 235 ** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed)..311**.573** 13 :.571**.530** 18 א.423**.523** 23 א.391**.424** 28 ( א 10).401**.419** **.598** **.525** **.436** 49 (09) 216
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224 (14) א א.421**.531** **.571** **.259**.354** **.256**.583**.504**.411**.297**.652**.296** : א א א א ( 08).300**.426**.260**.310**.460**.579**.445**.527**.428**.552**.606**.607** : א א א א ( 08).423**.438** **.528** **.368**.625** **.337**.505**.348**.310**.489**.507**.211**.531**.619**.384**.579** : א א א א ( 08).593**.495**.358**.381**.513**.528**.584**.506**.614**.590**.420**.573**.669**.586**.577**.562** : א א א א ( 08).523**.564** **.695** 08 :.505**.636** 13 א.290**.388** 18 א מ.422**.493** **.608** 28 ( 08).592**.667** **.503** 38 (14) ):. ( 40. ( : א א א א : 224
225 (Spilt Half) (,70) (,54) ) (Alpha cronbakh).(,75) (Spearman Brown 2006 ( ( ) 235 : (SPSS) (,77) (Alpha ) (1. (2 (,81) (,81). ( ) : (15) 1,59**,63**,59**,51**,48**,50**,35**,56**,60**,40** 1,73**,72**,85**,85**,77** ** correlation is significant at the 0,01 Level (2 tailed) (15). 225
226 : (16) א א א א מ א ( ) ) 40 (
227 . :. :. :. :
228 : :... : א מ א :.(t-test ) 2 (χ 2 / ) Crosstabs א מ א : : Analysis of variance ANOVA One Way א מ א :. 228
229 » : : א א א :.«(Pearson Correlation): : (17) 0,74** ن( = 763 ( (2-tailed). ** Correlation is significant at the 0.01 level (17) (0,01) 0.74 ( ) ( ).» : : א א א :.«( ) ( ) : (18) Independent-samples t-test Sig t - test, ,048,448,445 3,427 3,612 (562 = ) (201 = ) 763 = (18).. (0,01) 229
230 (3.427 < 3.612) (,445) (,448).! א א א (19) 562 = = 201 أبعاد مقياس الوعي Sig T بالعمليات المعرفية Std Dev Means,000-4,579,490 3,707,000-4,397,681 3,297,036-2,098,546 3,648,001-3,419,547 3,502,000-5,623,618 3,893 Std Dev Means,512 3,520 (1,701 3,049 (2,562 3,553 (3,517 3,351 (4,636 3,604 (5 (19) (0,01) ( ) ( ).(t-test )» : א א א :.«( ) ( ) : (20) Independent-samples t-test Sig t - test, ,80,439 3,495,418 3,698 (562 = ) (201 = ) 763 = (20) 230
231 (0,01) (3,495 < 3,698) (,418) (,439)!. א א א א א (21) 562 = 201 = أبعاد مقياس Sig T دافع الا نجاز الدراسي Std Dev Means Std Dev Means,000-5,435,553 3,624,568 3,375. (1,000-4,048,564 3,918,639 3,723. (2,000-4,896,588 3,621,597 3,383. ( ,883,531 3,909,576 3,781. (4,000-4,488,445 3,740,439 3,576. (5,000-3,921,710 3,406,695 3,178. (6 (21) (0,01) ) : ( ) ( ) (».(t-test ) : א א א א : א.«: ( ) : (22) Independent-samples t-test ( ) 231
232 Sig t - test, ,591,469 3,511,425 3,628 (343 ) (420 ) (22) 763 = (0,01) < 3.628) (,425) (,469) (3.511.! א א א (23) 343 = = 420 أبعاد مقياس الوعي Sig T بالعمليات المعرفية Std Dev Means Std Dev,000-4,008,477 3,738,514,000-3,783,669 3,336,704,063-1,864,542 3,664,557,213-1,248,523 3,489,558,001-3,495,613 3,905,645 (23) Means 3,593 (1 3,147 (2 3,589 (3 3,440 (4 3,744 (5 ( ) ( ).(t-test )» : א א א : «: 232
233 ( ) : (24) Independent-samples t-test ( ) Sig t - test, ,67,438 3,593,419 3,708 (343 ) (420 ) 763 = (24) (0,01) (3,495 < 3,698) (,419) (,438) א א א א א ( 25) 343 = 420 = أبعاد مقياس Sig T دافع الا نجاز الدراسي Std Dev Means Std Dev Means,001-3,234,541 3,631,582 3,499. (1,000-5,925,552 4,004,598 3,755. (2,005-2,798,581 3,625,609 3,504. (3,113-1,587,550 3,910,541 3,847. (4,351 -,933,469 3,713,432 3,683. (5,053-1, ,401,707 3,300. (6 (25) ( ) ( ) ) (0,01) (.. 233
234 ..(t-test )» : א א א : ( ) «( ) : (26) Independent-samples t-test ( ) Sig t - test, ,38,476 3,607,431 3,528 (421 ) (342 ) (26) 763 =.. ( ) (0.01) (3.528 < 3.607) (,431) (,476) (1 )! 234
235 א א א (27) Sig T 421 = = 342 أبعاد مقياس الوعي بالعمليات المعرفية Std Dev Means,214 1,243,493 3,638,016 2,406,682 3,178,360 -,915,530 3,639,002 3,043,500 3,409,000 3,843,619 3,738 Std Dev Means,5144 3,683 (1,704 3,299 (2,577 3,603 (3,585 3,528 (4,643 3,914 (5 (27) ( ) ( ) ( ) : (t ) ( ) ( ) : ( ) ( ).( ).(t-test )» : א א א :.«( ) ( ) : (28) Independent-samples t-test ( ) Sig t - test, ,424 3,56,433 (421= ) (28) 3,706 3,594 (342= ) 763 = 235
236 ( ) (0,01) < 3.706) (,433) (,424) ( א א א א א ( 29) Sig T 421 = 342 = أبعاد مقياس دافع الا نجاز الدراسي Std Dev Means Std Dev,011 2,563,569 3,511,561,309 1,017,603 3,847,574,000 5,330,590 3,456,587,027 2,219,527 3,836,565,307 1,023,449 3,682,449 \,005 2,802,711 3,281,708 (29) Means 3,617. (1 3,891. (2 3,684. (3 3,924. (4 3,715. (5 3,425. (6 ( ) ) (0,01) ( ) (.(t-test ) 236
237 : א א : 09) ( 37) 46 : Likert ( = 5 46 : : = 1 46 :..( 73) ( 209) : ( / / ) :. % 20. % 20. % 60 : (30) % % 19,7 % 19,7 150 ( ) 146 % 80,6 % 60,9 465 ( ) % 100 % 19,4 148 ( ) 183 % (30) 237
238 ( 763). : א א א א : 15) ( 25) 40 ( Likert ) ( : 40=1 40 : 200= ( / / ) : (31) % % 18,9 % 18,9 144 ( ) 130 % 80,7 % 61,9 472 ( ) % 100 % 19,3 147 ( ) 161 % (31). ( 763) 238
239 : א א א א א א : ( ) : (32) % % % % % % 0,00 00 % 11,00 51 % 62,00 93 % 61,9 472 % 39,20 58 % % 36,7 55 % 19, % 60,8 90 % 11,8 55 % 1,30 02 % % % % : (32). % 62,00. % 77,20. % 60,
240 (09) (09). 240
241 ( א א א) א א א א : (33) sig. df 2 χ 2,000, , , %10,9 4,147, %11,9 4,187, %22,4 4,173, %21,9 4,235, %59,2 3,562, %58,7 3,624, %61,6 3,595, %63 3,675, %29,2 2,896, %29,4 2,957, %16,9 2,896, %15,1 3,017,256 N % N % N % N % (148 = ) (465 = ) (150 = ) (150 = ) (472 = ) (144 = ) (763) (33) 2 ( ) (0,01) : 241
242 (34) sig. df 2 χ 2,000, N %16,9 %59,3 %23,8 % 4,181 3,573 2, ,682,154,209, N %17,1 %59,8 %23,1 % 4,223 3,642 2,998,151,197, N %24,4 %63 %14,6 % 4,158 3,602 2, ,822,156,205, N %21,9 %64,4 %13,7 % 4,232 3,685 2,980,152,204,281 (148 = ) (465 = ) (150 = ) (763) (147 = ) (472 = ) (144 = ) (34) (0,01) 2 ( ). ( ) 242
243 (35) sig. df 2 χ 2 80 %23,4 4, %58,2 3, %18,4 2,880 N %, ,674, %23,1 4,231,167, %61,1 3,689,195, %15,8 3,005,237 N % 68 %16,2 4, %63,2 3, %20,2 2,907 N %, ,681, %16,2 4,223,128, %62,5 3,641,204, %21,4 2,985,263 N % (148 = ) (465 = ) (150 = ) (763) (147 = ) (472 = ) (144 = ) (35) (0,01) 2 ( ) 243
244 . sig,000,000,000 ( א א א) א א א א (36). df χ 2 24,603 24,662 24,254 % N % N,353 2,841 %60,0 51,272 2,847 %71,2 42,235 2,964 %10,5 37,140 3,014 %15,3 18,138 3,010 %1, ,176 3,431 %40,0 34,128 3,390 %21,8 17,191 3,593 %76,0 269,210 3,570 %76,3 90,176 3,736 %35,0 43,144 3,748 %50, ,136 4,145 %13,6 48,057 4,067 %8,5 10,157 4,190 %63,4 78,218 4,217 %50,0,260 2,907 %20,7 87,323 2,880 %18,4 63,201 3,573 %63,2 266,199 3,607 %58,2 199,139,445 4,149 3,612 %16,2 % ,167,448 4,187 3,427 Crosstabs %23,4 % (562 = ) (201 = ) (763) (36) 2 ( ) (3.427 < (0.01) 3.612) 244
245 ).. ) (...( (37) sig,003,003,001. df χ 2 11,599 11,793 10,542 % N % N,345 2,853 %68,1 32,305 2,837 %62,9 61,153 3,052 %07,7 17,223 2,949 %15, ,108 %01, ,913 %01,4 01,183 3,423 %31,9 15,155 3,415 %37,1 36,198 3,594 %78,3 173,194 3,580 %74,1 186,161 3,748 %37,3 28,174 3,729 %37, ,115 4,097 %14,0 31,137 4,170 %10,8 27,167 4,199 %61,3 46,165 4,188 %61,1,279 2,881 %14,6 50,279 2,880 %23,8 100,205 3,602 %63,0 216,202 3,573 %59,3 249,156,425 4,158 3,628 %22,4 % ,154,469 4,181 3,511 Crosstabs %16,9 % (343 = ) (420 = ) (763) (37) 245
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