Academic Self-Regulation of Cognition and Metacognition among Undergraduates: a Malaysian Perspective
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 3
Abstract
The main aim of this study was to investigate the extent to which ESL students self-regulated their academic learning in terms of academic cognition and metacognition. This was a survey research which involved administering one set of questionnaire called Motivated Strategies for Learning Questionnaire (MSLQ) on a group of 23 undergraduates at a public university in Malaysia. The survey was conducted once early at the beginning of the semester and the data obtained were analysed using the SPSS Version 20 for descriptive statistics. Based on the statistical analysis done, it was found that the students‟ responses to the items in the MSLQ were generally high on all the four main categories: cognition, metacognition, motivation and behaviours, recording mean scores within the range of 4.0 and above. The findings therefore indicate rather positive response from the students implying that the degree of self-regulation activated by the students was moderately high against a scale of 1 to 7.
Authors and Affiliations
Bromeley Philip
Keywords
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- DOI 10.9790/0837-2303071322.
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