2020_The Influence Of Metacognition And Motivation On Academic Achievement Among University Students In Jordan
| Format: | General Document |
|---|
| _version_ | 1860798251332009984 |
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| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2020-06-10 10:19 |
| format | General Document |
| id | 16597 |
| institution | UniSZA |
| originalfilename | THE INFLUENCE OF METACOGNITION AND MOTIVATION ON ACADEMIC ACHIEVEMENT AMONG UNIVERSITY STUDENTS IN JORDAN (PHD_2020).pdf |
| person | PDFsam Basic v4.2.10 Ahmad.M. Al-Oqleh |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16597 |
| sourcemedia | Server storage Scanned document |
| spelling | 16597 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16597 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Islamic Contemporary Studies English application/pdf 1.5 PDFsam Basic v4.2.10 Jordan Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access Universiti Sultan Zainal Abidin SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 342 University Students Motivation Dissertations, Academic Academic Achievement Academic achievement—Jordan 2020-06-10 10:19 THE INFLUENCE OF METACOGNITION AND MOTIVATION ON ACADEMIC ACHIEVEMENT AMONG UNIVERSITY STUDENTS IN JORDAN (PHD_2020).pdf Ahmad.M. Al-Oqleh Metacognition Metacognition in children—Jordan Motivation in education—Jordan College students—Jordan—Psychology Education, Higher—Jordan 2020_The Influence Of Metacognition And Motivation On Academic Achievement Among University Students In Jordan Metacognition and motivation play a vital role in increasing the level of academic achievement. Investigating the factors related to the low academic achievement of university students has become a topic of growing interested in higher education administrators and scholars in Jordan. Furthermore, it should be noted that metacognition is the most learned ability that influences the effectiveness of learning in terms of its inputs and outputs due to its essential role in the learning process. However, it is important to acknowledge that there are differences between low and high level motivations affecting academic achievement. Thus, higher education institutions in Jordan are experiencing challenges due to low rate academic achievement, especially among first-year university students. As such, this study attempts to identify the level of metacognition, motivation, and academic achievement, to identify the gender differences in metacognition and motivation among the students as well as to identify the differences of students‘ academic achievement according to their metacognition and level of motivation. This study also aims to measure the influence of metacognition and motivation on academic achievement. Finally, to examine which construct of metacognition and motivation are predictive of academic achievement. This quantitative study applied survey design using questionnaire as a data-gathering instrument. It used stratified random sampling technique involving 440 first-year university students. The data collected were analyzed using descriptive statistics (SPSS) to identify the student's level of metacognition, motivation, and academic achievement. In addition, the study uses inferential statistics (independent sample t-Test, ANOVA, and regression test) to identify the contribution of metacognition and motivation on academic achievement. This study found that the level of metacognition and motivation among Jordanian public university students is moderate with majority of the students are within the pass level in academic achievement. The findings showed that there are significant differences based on gender where female students have higher level of metacognition and motivation compared to male students. The study also found that there are significant differences among the students in terms of metacognition and motivation where the students with high, medium and low levels in both aspects get high, moderate and low results in academic achievement, respectively. Metacognition and motivations have a significant contribution on the students' academic achievement. The last finding is knowledge metacognition; regulation metacognition as well as intrinsic and extrinsic motivations are predictive of academic achievement. In this study, a new framework of metacognition and motivation on academic achievement has been developed. This study might be useful to the ministry of education and universities in Jordan in enhancing the students‘ academic achievement. It could also help to develop appropriate strategies that can cater for the students‘ needs and interests. Thesis |
| spellingShingle | 2020_The Influence Of Metacognition And Motivation On Academic Achievement Among University Students In Jordan |
| state | Terengganu |
| subject | Dissertations, Academic Academic achievement—Jordan Metacognition in children—Jordan Motivation in education—Jordan College students—Jordan—Psychology Education, Higher—Jordan |
| summary | Metacognition and motivation play a vital role in increasing the level of academic achievement. Investigating the factors related to the low academic achievement of university students has become a topic of growing interested in higher education administrators and scholars in Jordan. Furthermore, it should be noted that metacognition is the most learned ability that influences the effectiveness of learning in terms of its inputs and outputs due to its essential role in the learning process. However, it is important to acknowledge that there are differences between low and high level motivations affecting academic achievement. Thus, higher education institutions in Jordan are experiencing challenges due to low rate academic achievement, especially among first-year university students. As such, this study attempts to identify the level of metacognition, motivation, and academic achievement, to identify the gender differences in metacognition and motivation among the students as well as to identify the differences of students‘ academic achievement according to their metacognition and level of motivation. This study also aims to measure the influence of metacognition and motivation on academic achievement. Finally, to examine which construct of metacognition and motivation are predictive of academic achievement. This quantitative study applied survey design using questionnaire as a data-gathering instrument. It used stratified random sampling technique involving 440 first-year university students. The data collected were analyzed using descriptive statistics (SPSS) to identify the student's level of metacognition, motivation, and academic achievement. In addition, the study uses inferential statistics (independent sample t-Test, ANOVA, and regression test) to identify the contribution of metacognition and motivation on academic achievement. This study found that the level of metacognition and motivation among Jordanian public university students is moderate with majority of the students are within the pass level in academic achievement. The findings showed that there are significant differences based on gender where female students have higher level of metacognition and motivation compared to male students. The study also found that there are significant differences among the students in terms of metacognition and motivation where the students with high, medium and low levels in both aspects get high, moderate and low results in academic achievement, respectively. Metacognition and motivations have a significant contribution on the students' academic achievement. The last finding is knowledge metacognition; regulation metacognition as well as intrinsic and extrinsic motivations are predictive of academic achievement. In this study, a new framework of metacognition and motivation on academic achievement has been developed. This study might be useful to the ministry of education and universities in Jordan in enhancing the students‘ academic achievement. It could also help to develop appropriate strategies that can cater for the students‘ needs and interests. |
| title | 2020_The Influence Of Metacognition And Motivation On Academic Achievement Among University Students In Jordan |
| title_full | 2020_The Influence Of Metacognition And Motivation On Academic Achievement Among University Students In Jordan |
| title_fullStr | 2020_The Influence Of Metacognition And Motivation On Academic Achievement Among University Students In Jordan |
| title_full_unstemmed | 2020_The Influence Of Metacognition And Motivation On Academic Achievement Among University Students In Jordan |
| title_short | 2020_The Influence Of Metacognition And Motivation On Academic Achievement Among University Students In Jordan |
| title_sort | 2020_the influence of metacognition and motivation on academic achievement among university students in jordan |