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The Metacognitive Expertise Assessme...

Texas A&M University - Commerce.

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The Metacognitive Expertise Assessment Tool: A predictive scale for academic achievement across disciplines.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The Metacognitive Expertise Assessment Tool: A predictive scale for academic achievement across disciplines./
作者:	Pang, Katherine.
面頁冊數:	143 p.
附註:	Adviser: Tracy Henley.
Contained By:	Dissertation Abstracts International69-03B.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3304568
ISBN:	9780549501596

The Metacognitive Expertise Assessment Tool: A predictive scale for academic achievement across disciplines.
Pang, Katherine.

The Metacognitive Expertise Assessment Tool: A predictive scale for academic achievement across disciplines. - 143 p.

Adviser: Tracy Henley.

Thesis (Ph.D.)--Texas A&M University - Commerce, 2008.

Over the last 20 years there has been a proliferation of research on metacognition and its connection to specific variables. Studies have shown a correlation between metacognition and high academic achievement using the Metacognitive Awareness Inventory (MAI, Schraw & Dennison, 1994), among others. Notwithstanding the scholarship, questions remain regarding what combinations of subcomponents of metacognition contribute to the development of metacognitive expertise (ME) in high achievers, whether a multicomponential model of ME can be delineated and proven through additional research, and whether a scale can be developed to assess learners' ME so as to identify low achievers (at-risk learners). To answer these questions the researcher (a) designed a new model of ME by exploring Metacognitive Domains and Component Factors; (b) developed a scale, the Metacognitive Expertise Assessment Tool (ME-AT), and tested its reliability in comparison to the well-respected MAI; and (c) established the ME-AT's value as a predictive measure of ME.

ISBN: 9780549501596Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

The Metacognitive Expertise Assessment Tool: A predictive scale for academic achievement across disciplines.
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245 1 4 $a The Metacognitive Expertise Assessment Tool: A predictive scale for academic achievement across disciplines.
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500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: B, page: 1982.
502 $a Thesis (Ph.D.)--Texas A&M University - Commerce, 2008.
520 $a Over the last 20 years there has been a proliferation of research on metacognition and its connection to specific variables. Studies have shown a correlation between metacognition and high academic achievement using the Metacognitive Awareness Inventory (MAI, Schraw & Dennison, 1994), among others. Notwithstanding the scholarship, questions remain regarding what combinations of subcomponents of metacognition contribute to the development of metacognitive expertise (ME) in high achievers, whether a multicomponential model of ME can be delineated and proven through additional research, and whether a scale can be developed to assess learners' ME so as to identify low achievers (at-risk learners). To answer these questions the researcher (a) designed a new model of ME by exploring Metacognitive Domains and Component Factors; (b) developed a scale, the Metacognitive Expertise Assessment Tool (ME-AT), and tested its reliability in comparison to the well-respected MAI; and (c) established the ME-AT's value as a predictive measure of ME.
520 $a Participants (N = 114), with a minimum GPA requirement of 3.7 and a mean GPA of 3.88 (high achievers), were used to validate the ME-AT in Study I. Based on descriptive statistics and a one-sample t test, only 2 of the 50 questions were discarded for use in Studies II and III. Exploratory factor analysis suggested 14 components indicating the multicomponential nature of ME. Participants (N = 337), with no minimum GPA requirement and a mean GPA of 3.12, were administered the ME-AT and the MAI in Studies II and Study III. Overall, the results in Study II showed that the ME-AT scale was internally consistent, with an alpha of .94, and that all of the Component Factors were statistically significant, p < .001, confirming good psychometric properties for the final version of the scale. Confirmatory factor analysis, multiple regression, and correlation analysis established the ME-AT as a predictive measure of academic achievement (GPA). The findings also revealed that three of the Metacognitive Domains and all 10 of the Component Factor predictors significantly discriminated low achievers from high achievers, whereas the MAI did not significantly discriminate low achievers from high achievers.
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