Unit:
Κατεύθυνση ΕκπαίδευσηLibrary of the School of Philosophy
Author:
Alampatzia Athanasia
Supervisors info:
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια Ψυχολογίας, Τμήμα Ψυχολογίας, ΕΚΠΑ
Αντωνία Παπαστυλιανού, Καθηγήτρια, Τμήμα Ψυχολογίας, ΕΚΠΑ
Σπύρος Τάνταρος, Επίκουρος Καθηγητής, ΕΚΠΑ
Original Title:
Μεταγνωστικές Στρατηγικές και Προσεγγίσεις Μάθησης μαθητών με και χωρίς μαθησιακές δυσκολίες με βάση τον Προσανατολισμό Στόχων και τις Έμμεσες Θεωρίες Νοημοσύνης
Translated title:
Metacognitive Strategies and Approaches to Learning of students with and without learning disabilities based on Goal Orientation and Implicit Theories of Intelligence.
Summary:
The purpose of the present study was to investigate metacognitive reading comprehension strategies, approaches to learning and two dimensions of motivation, personal achievement goal orientation and implicit theories of intelligence of students with and without learning disabilities. The sample was 262 students, 125 boys and 137 girls, from 1st, 2nd and 3rd grade of high school, including 32 students with a diagnosis of specific learning disabilities. Participants were given self-report questionnaires, the “Metacognitive Awareness of Reading Strategies (MARSI)”, which evaluates the use of metacognitive strategies for reading comprehension, the “The Revised Learning Process Questionnaire (R-LPQ-F)”, for the examination of approaches to learning adopted by students, the “Goal Orientation Academic Questionnaire”, which focuses on the achievement goals and the “Implicit Theories of Intelligence (ITIS)”, which investigates the implicit theories of intelligence. Results indicated that both students with learning disabilities and students with poor performance, from the group of typical students, reported less use of metacognitive reading comprehension strategies, as well as lower adoption of deep learning approach, while they seem to use more surface strategies and report reduced motivation for learning, such as lower adoption of mastery goals and incremental theory than high performing students. Significant differences have been observed between the two genders, while no differences were found among 1st, 2nd and 3rd grade students. It has also been observed that mastery goals have been the strongest predictor of metacognitive strategies and approaches to learning. The results above are interpreted according to the literature, as well as limitations of the present study and suggestion for future research are represented.
Main subject category:
Philosophy - Psychology
Keywords:
learning difficulties, reading comprehension, metacognitive strategies, deep approach, surface strategies, goal orientation, implicit theories of intelligence
Number of references:
107
