ArticleFrontiers in psychology2018
The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 27 citations in OpenAlex.
- Academic outcomes of inclusive education in typically developing children.Frontiers in psychology · 2024Article
- Identification of histological threshold concepts in health sciences curricula: Students' perception.Anatomical sciences education · 2023Article
- A study comparing depression, anxiety, and coping styles between high school students attending and not attending coaching class for medical entrance examination.Journal of education and health promotion · 2021Article
- Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students.Heliyon · 2020Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigated the mediating role of conceptions of learning in the relationship between metacognitive skills/strategies and academic outcomes among middle-school students. The self-report "Learning Conceptions Questionnaire" (LCQ) and "Metacognitive questionnaire on the method of study" (QMS-in Italian) were administered to 136 middle-school students and their academic outcomes were collected. Correlation analyses revealed that within metacognitive skills/strategies only self-assessment was positively correlated with academic outcomes. Mediation analysis indicated that a conception of learning as internal attribution of success and failure was significantly involved as mediator in the relationship between metacognitive skills/strategies and academic outcomes. This study permitted to advance our knowledge about the relationship between metacognitive skills/strategies and academic outcomes and it has opened the way to practical implications.
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Registered trials
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