Skip to main content
Top
Gepubliceerd in:

14-04-2024

Metacognitive Awareness as the Predictor of Positive Self-Critical Rumination, Personal Best Goals (PBs), and Language Achievement

Auteurs: Afsaneh Ghanizadeh, Sepideh Mirzaee, Toktam Yousefzadeh

Gepubliceerd in: Journal of Rational-Emotive & Cognitive-Behavior Therapy | Uitgave 4/2024

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The present research scrutinized the nexus between English as a Foreign Language (EFL) learners’ metacognitive awareness (MCA), personal best goals (PBs), the positive dimension of self-critical rumination (PSCR) and language achievement (LA) via a quantitative approach. To accomplish this aim, 526 EFL students studying at different private English institutes and a university were asked to take part in a questionnaire survey and fill in three questionnaires. The first questionnaire was L2 Self-Critical Rumination Questionnaire (Ghanizadeh & Jahedizadeh, forthc.). It included 11 items and evaluated positive and negative metacognitions. In this study, positive metacognition was employed. To measure the metacognitive awareness in this study, the scale developed by Schraw and Dennison (1994) was used. It comprised 52 statements measuring two broad classifications of knowledge of cognition (two subcomponents), and regulation of cognition (five subcomponents). To measure student PB goals, the Persian version of ‘Personal Best Goals Scale’ developed by Martin (2006) and translated to Persian and validated by Najafzadeh et al. (2019) was considered. The 16 statements that made up the personal best scale assessed challenging goals, specific goals, competitively self-referenced goals, and self-improvement goals. The results computed via Structural Equation Modeling (SEM) demonstrated that MCA positively predicted PSCR (β = 0.45, t = 6.05), PB (β = 0.51, t = 6.48), and LA (β = 0.61, t = 7.87). A further finding was that both PB (β = 0.63, t = 8.08) and PSCR (β = 0.31, t = 3.18) positively predicted LA. Taken together, the highest impact on LA was exerted by PB, followed by MCA. The association between the subscales of MCA and PB demonstrated that the highest correlation is between MCA and information management strategies (r = 0.71, p < 0.05) followed by monitoring (r = 0.70, p < 0.05), planning (r = 0.69, p < 0.05), and evaluation (r = 0.67, p < 0.05). The outcomes of this study can be significant for teachers, education policymakers, and material developers. They should understand that enhancing metacognitive awareness helps students be more mindful in their learning and set more ideal goals, resulting in greater academic achievement.
Literatuur
go back to reference Barkley, R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Press. Barkley, R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Press.
go back to reference Burwell, R. A., & Shirk, S. R. (2007). Subtypes of rumination in adolescence: Associations between brooding, reflection, depressive symptoms, and coping. Journal of Clinical Child and Adolescent Psychology, 36, 56–65.CrossRefPubMed Burwell, R. A., & Shirk, S. R. (2007). Subtypes of rumination in adolescence: Associations between brooding, reflection, depressive symptoms, and coping. Journal of Clinical Child and Adolescent Psychology, 36, 56–65.CrossRefPubMed
go back to reference Ehlers, A., & Steil, R. (1995). Maintenance of intrusive memories in posttraumatic stress disorder: A cognitive approach. Behavioral and Cognitive Psychotherapy, 23(3), 217–249.CrossRef Ehlers, A., & Steil, R. (1995). Maintenance of intrusive memories in posttraumatic stress disorder: A cognitive approach. Behavioral and Cognitive Psychotherapy, 23(3), 217–249.CrossRef
go back to reference Fearn, M., Marino, C., Spada, M. M., & Kolubinski, D. C. (2022). Self-critical rumination and associated metacognitions as mediators of the relationship between perfectionism and self-esteem. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40(1), 155–174.CrossRef Fearn, M., Marino, C., Spada, M. M., & Kolubinski, D. C. (2022). Self-critical rumination and associated metacognitions as mediators of the relationship between perfectionism and self-esteem. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40(1), 155–174.CrossRef
go back to reference Flavell, J. H. (1993). Cognitive development (3rd ed.). Simon & Schuster. Flavell, J. H. (1993). Cognitive development (3rd ed.). Simon & Schuster.
go back to reference Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83, 218–233.CrossRef Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83, 218–233.CrossRef
go back to reference Ghanizadeh, A., & Jahedizadeh, S. (forthc.). L2 self-critical rumination: Development and validation of a measure in an EFL context and examination of its relationship with student mindfulness. Ghanizadeh, A., & Jahedizadeh, S. (forthc.). L2 self-critical rumination: Development and validation of a measure in an EFL context and examination of its relationship with student mindfulness.
go back to reference Gilbert, P., Clarke, M., Hempel, S., Miles, J. N. V., & Irons, C. (2004). Criticizing and reassuring oneself: An exploration of forms, styles and reasons in female students. The British Journal of Clinical Psychology, 43(1), 31–50.CrossRefPubMed Gilbert, P., Clarke, M., Hempel, S., Miles, J. N. V., & Irons, C. (2004). Criticizing and reassuring oneself: An exploration of forms, styles and reasons in female students. The British Journal of Clinical Psychology, 43(1), 31–50.CrossRefPubMed
go back to reference Holdaway, A. S., Luebbe, A. M., & Becker, S. P. (2018). Rumination in relation to suicide risk, ideation, and attempts: Exacerbation by poor sleep quality? Journal of Affective Disorders, 236, 6–13.CrossRefPubMedPubMedCentral Holdaway, A. S., Luebbe, A. M., & Becker, S. P. (2018). Rumination in relation to suicide risk, ideation, and attempts: Exacerbation by poor sleep quality? Journal of Affective Disorders, 236, 6–13.CrossRefPubMedPubMedCentral
go back to reference Iancu, S. C., Hoogendoorn, A. W., Zweekhorst, M. B., Veltman, D. J., Bunders, J. F., & van Balkom, A. J. (2015). Farm-based interventions for people with mental disorders: A systematic review of literature. Disability and Rehabilitation, 37(5), 379–388.CrossRefPubMed Iancu, S. C., Hoogendoorn, A. W., Zweekhorst, M. B., Veltman, D. J., Bunders, J. F., & van Balkom, A. J. (2015). Farm-based interventions for people with mental disorders: A systematic review of literature. Disability and Rehabilitation, 37(5), 379–388.CrossRefPubMed
go back to reference Kolubinski, D. C., Nikčević, A. V., Lawrence, J. A., & Spada, M. M. (2016). The role of metacognition in self-critical rumination: An investigation in individuals presenting with low self-esteem. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 34(1), 73–85. https://doi.org/10.1007/s10942-015-0230-y.CrossRef Kolubinski, D. C., Nikčević, A. V., Lawrence, J. A., & Spada, M. M. (2016). The role of metacognition in self-critical rumination: An investigation in individuals presenting with low self-esteem. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 34(1), 73–85. https://​doi.​org/​10.​1007/​s10942-015-0230-y.CrossRef
go back to reference Langer, E. J. (1990). Mindfulness. American Health, 9, 54. Langer, E. J. (1990). Mindfulness. American Health, 9, 54.
go back to reference Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9(6), 220–223. Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9(6), 220–223.
go back to reference Leaver, B., Ehrman, M., & Shekhtman, B. (2005). Achieving success in second language acquisition Cambridge University Press. Leaver, B., Ehrman, M., & Shekhtman, B. (2005). Achieving success in second language acquisition Cambridge University Press.
go back to reference Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717.CrossRefPubMed Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717.CrossRefPubMed
go back to reference Martin, A. J. (2011). Personal best (PB) approaches to academic development: Implication for motivation and assessment. Educational Practice and Theory, 33(2), 93–99.CrossRef Martin, A. J. (2011). Personal best (PB) approaches to academic development: Implication for motivation and assessment. Educational Practice and Theory, 33(2), 93–99.CrossRef
go back to reference Matheson, K., & Anisman, H. (2003). Systems of coping associated with dysphoria, anxiety and depressive illness: A multivariate profile perspective. Stress (Amsterdam, Netherlands), 6, 223–234.CrossRefPubMed Matheson, K., & Anisman, H. (2003). Systems of coping associated with dysphoria, anxiety and depressive illness: A multivariate profile perspective. Stress (Amsterdam, Netherlands), 6, 223–234.CrossRefPubMed
go back to reference McInerney, V., McInerney, D. M., & Marsh, H. W. (1997). Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude–treatment interaction study. Journal of Educational Psychology, 89, 686–695.CrossRef McInerney, V., McInerney, D. M., & Marsh, H. W. (1997). Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude–treatment interaction study. Journal of Educational Psychology, 89, 686–695.CrossRef
go back to reference Michael, T., Halligan, S. L., Clark, D. M., & Ehlers, A. (2007). Rumination in posttraumatic stress disorder. Depression and Anxiety, 24(5), 307–317.CrossRefPubMed Michael, T., Halligan, S. L., Clark, D. M., & Ehlers, A. (2007). Rumination in posttraumatic stress disorder. Depression and Anxiety, 24(5), 307–317.CrossRefPubMed
go back to reference Mikulincer, M., & Shaver, P. R. (2007). Attachment in adulthood: Structure, dynamics, and change. The Guilford. Mikulincer, M., & Shaver, P. R. (2007). Attachment in adulthood: Structure, dynamics, and change. The Guilford.
go back to reference Moreira, H., & Maia, B. R. (2018). Self-critical rumination as a mediator between attachment orientations and perceived stress: Evidence from a cross-cultural validation of the self-critical rumination scale. Current Psychology, 40(3), 1–12. Moreira, H., & Maia, B. R. (2018). Self-critical rumination as a mediator between attachment orientations and perceived stress: Evidence from a cross-cultural validation of the self-critical rumination scale. Current Psychology, 40(3), 1–12.
go back to reference Papageorgiou, C., & Wells, A. (2001). Metacognitive beliefs about rumination in recurrent major depression. Cognitive and Behavioral Practice, 8(2), 160–164.CrossRef Papageorgiou, C., & Wells, A. (2001). Metacognitive beliefs about rumination in recurrent major depression. Cognitive and Behavioral Practice, 8(2), 160–164.CrossRef
go back to reference Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones, & L. Idol (Eds.), Dimensions of thinking and cognitive instruction. Lawrence Erlbum Associates. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones, & L. Idol (Eds.), Dimensions of thinking and cognitive instruction. Lawrence Erlbum Associates.
go back to reference Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41, 219–225.CrossRef Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41, 219–225.CrossRef
go back to reference Roley, M. E., Claycomb, M. A., Contractor, A. A., Dranger, P., Armour, C., & Elhai, J. D. (2015). The relationship between rumination, PTSD, and depression symptoms. Journal of Affective Disorders, 180, 116–121.CrossRefPubMed Roley, M. E., Claycomb, M. A., Contractor, A. A., Dranger, P., Armour, C., & Elhai, J. D. (2015). The relationship between rumination, PTSD, and depression symptoms. Journal of Affective Disorders, 180, 116–121.CrossRefPubMed
go back to reference Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475.CrossRef Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475.CrossRef
go back to reference Shahar, B. (2015). Erosion: the psychopathology of self-criticism. Oxford University Press. Shahar, B. (2015). Erosion: the psychopathology of self-criticism. Oxford University Press.
go back to reference Shahar, B., Szepsenwol, O., Zilcha‐Mano, S., Haim, N., Zamir, O., Levi‐Yeshuvi, S., & Levit‐Binnun, N. (2015). A wait‐list randomized controlled trial of loving‐kindness meditation programme for self‐criticism. Clinical Psychology & Psychotherapy, 22(4), 346–356. Shahar, B., Szepsenwol, O., Zilcha‐Mano, S., Haim, N., Zamir, O., Levi‐Yeshuvi, S., & Levit‐Binnun, N. (2015). A wait‐list randomized controlled trial of loving‐kindness meditation programme for self‐criticism. Clinical Psychology & Psychotherapy, 22(4), 346–356.
go back to reference Smith, J. M., & Alloy, L. B. (2009). A roadmap to rumination: A review of the definition, assessment, and conceptualization of this multifaceted construct. Clinical Psychology Review, 29(2), 116–128.CrossRefPubMed Smith, J. M., & Alloy, L. B. (2009). A roadmap to rumination: A review of the definition, assessment, and conceptualization of this multifaceted construct. Clinical Psychology Review, 29(2), 116–128.CrossRefPubMed
go back to reference Sternberg, R. J. (1998). Metacognition, abilities and developing expertise: What makes an expert student? Instructional Science, 26, 127–140.CrossRef Sternberg, R. J. (1998). Metacognition, abilities and developing expertise: What makes an expert student? Instructional Science, 26, 127–140.CrossRef
go back to reference Vandergrift, L., & Goh, C. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431–462.CrossRef Vandergrift, L., & Goh, C. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431–462.CrossRef
go back to reference Watkins, E., & Baracaia, S. (2001). Why do people ruminate in dysphoric moods? Personality and Individual Differences, 30(5), 723–734.CrossRef Watkins, E., & Baracaia, S. (2001). Why do people ruminate in dysphoric moods? Personality and Individual Differences, 30(5), 723–734.CrossRef
go back to reference Wells, A. (2009). Metacognitive therapy for anxiety and depression. Guilford Press. Wells, A. (2009). Metacognitive therapy for anxiety and depression. Guilford Press.
go back to reference Wenden, A. (1999). An introduction to metacognitive knowledge and beliefs in language earning: Beyond the basics. System, 27, 435–441.CrossRef Wenden, A. (1999). An introduction to metacognitive knowledge and beliefs in language earning: Beyond the basics. System, 27, 435–441.CrossRef
go back to reference Yu, K., & Martin, A. J. (2014). Personal best (PB) and ‘classic’ achievement goals in the Chinese context: Their role in predicting academic motivation, engagement and buoyancy. Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 635–658.CrossRef Yu, K., & Martin, A. J. (2014). Personal best (PB) and ‘classic’ achievement goals in the Chinese context: Their role in predicting academic motivation, engagement and buoyancy. Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 635–658.CrossRef
go back to reference Zafarmand, Z., Ghanizadeh, A., & Akbari, O. (2014). A structural equation modeling of EFL learners’ goal orientation, metacognitive awareness, and self-efficacy. Advances in Language and Literary Studies, 5(6), 112–124. Zafarmand, Z., Ghanizadeh, A., & Akbari, O. (2014). A structural equation modeling of EFL learners’ goal orientation, metacognitive awareness, and self-efficacy. Advances in Language and Literary Studies, 5(6), 112–124.
Metagegevens
Titel
Metacognitive Awareness as the Predictor of Positive Self-Critical Rumination, Personal Best Goals (PBs), and Language Achievement
Auteurs
Afsaneh Ghanizadeh
Sepideh Mirzaee
Toktam Yousefzadeh
Publicatiedatum
14-04-2024
Uitgeverij
Springer US
Gepubliceerd in
Journal of Rational-Emotive & Cognitive-Behavior Therapy / Uitgave 4/2024
Print ISSN: 0894-9085
Elektronisch ISSN: 1573-6563
DOI
https://doi.org/10.1007/s10942-024-00548-z

Andere artikelen Uitgave 4/2024

Journal of Rational-Emotive & Cognitive-Behavior Therapy 4/2024 Naar de uitgave