engleski

Personality, Motivational Beliefs and Contextual Variables as Predictors of Metacognitive Self-Regulation

Self-regulated students are those who are metacognitively, motivationally and behaviorally active participants in their own learning process (Zimmerman, 2001). Research revealed that the effects of metacognitive strategy training are not well maintained or transferred. Zimmerman and Moylan (2009) warned that use of these metacognitive processes is not only a question of competence, but is also a question of motivation. Accordingly, in present study we investigated contribution of motivational beliefs to the metacognitive strategies use. One of doubts about self-regulated learning concerns whether self-regulated learning could be considered a learnable characteristic or characteristic associated with stable personality traits (Bidjerano & Yun Dai, 2007). Therefore, we decided to test whether personality traits predict using of metacognitive strategies. Veenman et al. (2006) noted that metacognitive knowledge become more sophisticated and academically oriented when formal education requires the overt usage of a metacognitive repertoire. Thus, school context could have an essential influence on metacognitive development. The role of parents in metacognitive development of their children is also rarely studied. Hence, we tried to examine contribution of parental goal orientation and classroom goal structure to learner's using of metacognitive strategy. Marchant et al. (2001) indicated that two contexts could be either in conflict or complement each other in terms of their relations with the outcomes of the child. A congruent effect of classroom and family context is expected to have better implications on the student’s metacognition than the incongruent effect of these contexts. We try to investigate this expectation also. The participants were 501 high school students in Croatia. During a regularly scheduled class they completed: IPIP Big-Five factor markers (Goldberg, 2001), Parental learning goal orientation scale (Sorić, Burić & Penezić, in press), Perception of Classroom Goal Structure scale (from PALS ; Midgley et al., 2000), Value of learning scale (from CSRL ; Niemivirta, 1996), Self-efficacy for Learning and Performance scale (from MSLQ ; Pintrich et al., 1991), Metacognitive self-regulation scale (from MSLQ ; Pintrich et al., 1991) and Achievement Goals Questionnaire (Rovan & Jelić, 2010). A hierarchical multiple regression analysis with metacognition as criterion was conducted. As predictors set the personality variables (age, gender, big-five traits) were entered at step 1 (explained 14% variance) ; contextual variables (parental and classroom goal orientations) at step 2 (contributed additional 9 % variance) ; and motivational beliefs (self-efficacy, learning value, goal orientations) at step 3 (contributed another 7% variance). That is, personality variables, contextual variables and motivational beliefs have unique significant contributions to students’ use of metacognitive strategy. In addition, K-means cluster analysis was used to classify students into five groups according to the congruence of their parental and classroom goal orientations. Obtained analyses showed that students who perceive congruent, high parental and classroom goal orientations (mastery and performance) used the metacognitive strategies most. It seems that contextual variables do not only affect the metacognition, but this influence can vary depending on their complex mutual dynamics.

self-regulated learning; metacognition; personality traits; self-efficacy; parental learning orientations; classroom goal structure

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