Metacognitive Self-Regulation and Problem-Solving: Expanding the Theory Base through Factor Analysis.Report as inadecuate




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This instrument development study had two goals. The first was to develop a measurement tool that would be valid for research and useful for assessment and intervention in classrooms. The second goal was to develop theory in the area of self-regulated learning. Results of preliminary research and study of the literature suggest that metacognitive awareness and regulatory skills in a problem-solving context are composed of these factors: Knowledge of Cognition, Objectivity, Problem Representation, Subtask Monitoring, and Evaluation. A self-report measure was developed, and data were collected using two existing inventories related to metacognition and problem solving. Participants were 3 groups totaling 339 students aged 10 to 19 in the first phase of the study. After eliminating items based on reliability analyses, a new inventory was developed focusing on the five factors. Reliability analyses were conducted using data from 829 students in grades 6 through 12, and the remaining items were factor analyzed. The developed instrument is attached. (Contains 1 table and 10 references.) (SLD)

Descriptors: Elementary School Students, Elementary Secondary Education, Measures (Individuals), Metacognition, Problem Solving, Reliability, Secondary School Students, Self Report, Test Construction, Validity











Author: Howard, Bruce C.; McGee, Steven; Shia, Regina; Hong, Namsoo S.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7386&id=ED470973







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