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Metacognitive, affective-motivational processes in self-regulated learning and students' achievement in native language
Cirila Peklaj
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Written in English. | Published: September 1, 2001
Abstract: Recent theoretical and empirical research has focused on metacognitive and affective processes in learning and performance in diverse domains of inquiry. The purpose of the study was to examine the relationship between these processes and achievement in native language (Slovene). 369 pupils in fifth grade of primary school participated in the study. A 41-item questionnaire was constructed to measure pupils' metacognitive and affective processes in learning native language. Factor analysis of the items revealed four different factors that accounted for 38.4% of the explained variance: two metacognitive (strategies of learning and solving tasks in Slovenian, searching for meaning and understanding in Slovenian) and two affective (experiencing fear of Slovenian, feelings of success and interest in Slovenian). Further analysis showed negative correlations between achievement and these factors: searching for meaning and understanding in Slovenian, experiencing fear of Slovenian. Positive correlation was found between achievement and the factor feelings of success and interest in Slovenian. In conclusion, implications for educational practice are discussed.
Keywords: metacognition, motivation, anxiety, self-regulated learning, achievement, native language
