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Metacognition and problem-solving of...

Moslehpour, Massoud.

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Metacognition and problem-solving of college students in technology, engineering, mathematics and humanities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Metacognition and problem-solving of college students in technology, engineering, mathematics and humanities./
作者:	Moslehpour, Massoud.
面頁冊數:	215 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3854.
Contained By:	Dissertation Abstracts International57-09A.
標題:	Education, Industrial. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9705643
ISBN:	0591124424

Metacognition and problem-solving of college students in technology, engineering, mathematics and humanities.
Moslehpour, Massoud.

Metacognition and problem-solving of college students in technology, engineering, mathematics and humanities. - 215 p.

Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3854.

Thesis (Ph.D.)--University of Missouri - Columbia, 1995.

Purpose. The purposes of this study were to investigate: (a) the differences among college students in their perceived problem solving effectiveness and metacognitive monitoring of problem solving, and (b) the relationships between perceived problem solving effectiveness and metacognitive monitoring of college students. More specifically, the goal was to learn whether metacognitive monitoring and perceived problem solving effectiveness of college students are associated with their major area of study and/or by their years of college experience. The knowledge gained from this study contributes to the enhancement of, both technological and non-technological problem solving.

ISBN: 0591124424Subjects--Topical Terms:

1017516
Education, Industrial.

Metacognition and problem-solving of college students in technology, engineering, mathematics and humanities.
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100 1 $a Moslehpour, Massoud. $3 580315
245 1 0 $a Metacognition and problem-solving of college students in technology, engineering, mathematics and humanities.
300 $a 215 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3854.
500 $a Supervisors: Michael J. Dyrenfurth; Leon G. Schumacher.
502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 1995.
520 $a Purpose. The purposes of this study were to investigate: (a) the differences among college students in their perceived problem solving effectiveness and metacognitive monitoring of problem solving, and (b) the relationships between perceived problem solving effectiveness and metacognitive monitoring of college students. More specifically, the goal was to learn whether metacognitive monitoring and perceived problem solving effectiveness of college students are associated with their major area of study and/or by their years of college experience. The knowledge gained from this study contributes to the enhancement of, both technological and non-technological problem solving.
520 $a Methodology. Data were obtained from college students using stratified random sampling. Students at four universities were selected based on their college major area of study (technology-engineering-mathematics or humanities-arts-cultural studies) and their years of experience (freshmen or graduate students) in college. This study had two stages: (a) the preliminary study (N = 96), and (b) the primary study (N = 400).
520 $a Three instruments were used in the preliminary phase and two instruments were used in the primary phase of this study. The instruments used in the preliminary phase of the study were: (a) Student Thinking About Problem Solving Scale (STAPSS) developed by Armour-Thomas (1988); (b) Problem Solving Inventory (PSI) developed by Heppner (1988); and (c) Problem Solving Inventory-Technological (PSI-TECH) developed by WU, Custer, and Dyrenfurth (1993). The primary study used PSI and STAPSS.
520 $a Design. The design of this study was a quasi-experimental nonequivalent design with cross-sectional approach. Multivariate analysis of variance (MANOVA), univariate analysis of variance (ANOVA), univariate split-plot analysis, and Pearson product-moment correlation coefficient (r) statistical procedures were utilized to analyze the data. Fisher's least significant difference (LSD), analysis of variance (ANOVA), Tukey's honestly significant difference (HSD), and Scheffe methods of pairwise comparisons were implemented for post hoc analysis.
520 $a Findings. Lack of significant differences between college students majoring in technology-engineering-mathematics (TEM) and humanities-arts-cultural studies (HAC) on their STAPSS and PSI scores was an indication that the major area of study did not associate with students' self-appraisal of their problem solving ability or their metacognitive monitoring of the problem solving processes. Analogously, lack of significant differences between freshmen and graduate college students on their STAPSS and PSI scores was an indication that the number of years (from being a freshmen to becoming a graduate student) spent in achieving a degree did not associate with students' self-appraisal of their problem solving or their metacognitive monitoring in problem solving. In conclusion, considering the underlying assumptions and limitations, the moderate and statistically significant correlation between PSI and STAPSS verified the conceptual and theoretical relationship between problem solving and metacognitive monitoring among college students.
590 $a School code: 0133.
650 4 $a Education, Industrial. $3 1017516
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Technology. $3 1017498
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710 2 0 $a University of Missouri - Columbia. $3 1017522
773 0 $t Dissertation Abstracts International $g 57-09A.
790 1 0 $a Dyrenfurth, Michael J., $e advisor
790 1 0 $a Schumacher, Leon G., $e advisor
790 $a 0133
791 $a Ph.D.
792 $a 1995
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