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The relationship between metacogniti...

Kiaei, Yalda Amir.

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The relationship between metacognition, self-actualization, and well-being among university students: Reviving self-actualization as the purpose of education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between metacognition, self-actualization, and well-being among university students: Reviving self-actualization as the purpose of education./
作者:	Kiaei, Yalda Amir.
面頁冊數:	348 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3639797
ISBN:	9781321245622

The relationship between metacognition, self-actualization, and well-being among university students: Reviving self-actualization as the purpose of education.
Kiaei, Yalda Amir.

The relationship between metacognition, self-actualization, and well-being among university students: Reviving self-actualization as the purpose of education. - 348 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--Florida International University, 2014.

This item must not be sold to any third party vendors.

This non-experimental, correlational study (N = 513) examined the relationships among self-actualization, well-being, and metacognition. Need-satisfaction and non-defensiveness were also tested as mediators in the relationship between metacognition and self-actualization. A battery of paper-and-pencil self-report measures was administered to a sample of undergraduate and graduate students in a public university in South Florida. Correlational and hierarchical regression analyses and structural equation modeling for mediational analysis were used to test the hypotheses.

ISBN: 9781321245622Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The relationship between metacognition, self-actualization, and well-being among university students: Reviving self-actualization as the purpose of education.
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100 1 $a Kiaei, Yalda Amir. $3 3169892
245 1 4 $a The relationship between metacognition, self-actualization, and well-being among university students: Reviving self-actualization as the purpose of education.
300 $a 348 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Thomas G. Reio.
502 $a Thesis (Ph.D.)--Florida International University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This non-experimental, correlational study (N = 513) examined the relationships among self-actualization, well-being, and metacognition. Need-satisfaction and non-defensiveness were also tested as mediators in the relationship between metacognition and self-actualization. A battery of paper-and-pencil self-report measures was administered to a sample of undergraduate and graduate students in a public university in South Florida. Correlational and hierarchical regression analyses and structural equation modeling for mediational analysis were used to test the hypotheses.
520 $a The results largely supported the hypotheses with only a few exceptions. Students who demonstrated higher level of self-actualization experienced higher well-being as well (the result of this hypothesized relationship was equivocal for parent students, n = 61). Moreover, need-satisfaction and non-defensiveness were found to be significantly and positively associated with self-actualization, providing preliminary supporting evidence for Maslow's (1968) and Rogers' (1951, 1961) theories of self-actualization. In addition, students with higher levels of general metacognitive competence were more likely to demonstrate higher level of need-satisfaction, non-defensiveness, self-actualization, and well-being (the result of the third hypothesized relationship was equivocal for female immigrant education students, n = 78).
520 $a Further, metacognition and need-satisfaction, and metacognition and non-defensiveness shared common variance in predicting self-actualization. The relationship between metacognition and self-actualization was mediated by need-satisfaction and non-defensiveness, except for non-education students (n = 201), for whom no mediational effect was detected by non-defensiveness.
520 $a In sum, the findings imply that general metacognitive competence, which can be taught as a set of skills, theoretically contributes to students' self-actualization and well-being. This study provides support for a conceptual model of self-actualization, which introduces this phenomenon as a goal-oriented process that is essential to students' well-being and can be attained by exercising metacognition. The discussion of the findings highlights implications of this study for theory, research, and practice as a guide for scholars, researchers, and practitioners in the field of education and psychology.
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710 2 $a Florida International University. $b Curriculum and Instruction. $3 2102821
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