Self-efficacy and Metacognitive Development

By Kevin J. Downing.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This study investigates the relationships between academic achievement and metacognitive development over three years of undergraduate study at City University of Hong Kong. Using the Learning and Study Strategies Inventory (LASSI) as a longitudinal measure of metacognition, the authors sampled undergraduates (N=300) and identified significant differences in metacognitive ability between three groups categorised according to Cumulative Grade Point Average (CGPA). In contrast to previous studies which suggest a relatively simple relationship between CGPA and metacognitive development, the authors identify significant divergent trends, and consider the complex links between metacognitive development, CGPA and self-efficacy. They conclude that independent use of metacognitive strategies is a by-product of coping with everyday new social contexts and cultures, and failure to cope inevitably leads to detriments in terms of self-efficacy which are likely to be long-lasting and have substantial negative effects on future life-long learning.

Keywords: Self-efficacy, Metacognition, LASSI, CGPA, Self-determinism

The International Journal of Learning, Volume 16, Issue 4, pp.185-200. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.538MB).

Dr. Kevin J. Downing

Director of Institutional Research and Academic Planning, Office of the Provost, City University of Hong Kong, Kowloon, Hong Kong

Dr. Downing is Director of Institutional Research and Academic Planning for City University of Hong Kong. He has experience of teaching in the UK, Hong Kong, China, Singapore, Malaysia, Romania, Latvia and France and is a Chartered Psychologist and Chartered Scientist with a current Licence to Practice and Associate Fellow of the British Psychological Society. He has substantial published work in the field of psychology, education, social work and criminology. He is current editor of International Health, and a member of the editorial boards of the British Journal of Community Justice, Educational Studies and the International Journal of Fashion Design, Technology and Education. Dr. Downing was awarded the City University of Hong Kong Teaching Excellence Award in 2004/2005 for his contribution to the development of “blended learning” with the innovative use of technology. He successfully developed teaching materials and learning environments that promote active student engagement. He is also the recipient of the prestigious International Award for Innovative use of Technology in Teaching and Learning conferred in the USA in April 2004.

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