The Meta-Cognitive Learning Concepts among the College of Education Students at the University of Qatar

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The Meta-Cognitive Learning Concepts among the College of Education Students at the University of Qatar

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dc.contributor.author Bakhoum, Raafat Atteya [رافت عطية باخوم] en_US
dc.contributor.author Al Sobai, Huda Turki [هدى تركي] en_US
dc.date.accessioned 2009-11-25T13:40:04Z
dc.date.available 2009-11-25T13:40:04Z
dc.date.issued 2004 en_US
dc.identifier.citation Journal of Educational Sciences (JES), 2004, Vol. 3, No. 5, Pages 175-209. en_US
dc.identifier.uri http://hdl.handle.net/10576/8652
dc.description.abstract The present research aims to investigating the following: Structure of the metacognitive concept of learning. The study sample's concepts of metacognition. Metacognitive Concept differences according to sex, nationality, academic level, and major, and The effect of the metacognitive concepts of learning on the students' performance. The study sample is made up of 284 students of Qatar University's College of education. They have been categorized according to the variables of sex, nationality, academic level and major. The research tool has been designed by the researchers and was administered after ensuring its validity and reliability. The results were: • There are six operational components of the metacognitive concepts: - belief in the usefulness of books and references, - belief in the importance of learning, - belief in innate (natural) learning, - belief in the seriousness of work, - belief in scientific facts, and - belief in the benefit of first-hand learning. • The study participants have got all these components of the metacognitive learning concepts. • Male participants are more aware of the importance of learning than the female ones. On the other hand, there is no differences in metacognitive concepts between the Qatari and non-Qatari students. Though there are differences in innate learning, seriousness of work, and scientific facts which could be ascribed to the academic level. However, these differences are not essential between the members of groups. • The academic grade could be predicted through the benefit of firsthand learning, the usefulness of books and resources, scientific facts, innate learning, seriousness of work, and importance of learning respectively. en_US
dc.description.abstract يسعى هذا البحث إلى تعرف الاتي: . ar
dc.language.iso en en_US
dc.publisher Qatar University en_US
dc.subject Education en_US
dc.subject التعليم ar
dc.title The Meta-Cognitive Learning Concepts among the College of Education Students at the University of Qatar en_US
dc.title.alternative الاعتقادات النفس معرفية عن التعلم لطلبة كلية التربية جامعة قطر ar
dc.type Article en_US
dc.identifier.pagination 175-209 en_US
dc.identifier.issue 5 en_US
dc.identifier.volume 3 en_US

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