{"title":"Students’ Metacognitive Competencies: Effect on Mastery of Learning Strategies and Outcomes","authors":"S. Lan, Eric C. K. Cheng","doi":"10.7459/ct/36.2.03","DOIUrl":null,"url":null,"abstract":"This paper discusses the constructs of students’ metacognitive competencies and its effect on mastery of learning strategies and enhancing learning outcomes in the context of high school in Shanghai, China, where Learning to Learn curriculum has been implemented for years. 780\n students from three types of typical high schools in Shanghai participated in a questionnaire survey. Result of a structural equation model shows that metacognitive knowledge, planning, monitoring, and evaluation constitute students’ metacognitive competencies which effectively predict\n mastery of learning strategies and their student learning outcomes. Pedagogies for metacognitive teaching for effectively implementing the Learning to learn curriculum are proposed.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Curriculum and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7459/ct/36.2.03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
This paper discusses the constructs of students’ metacognitive competencies and its effect on mastery of learning strategies and enhancing learning outcomes in the context of high school in Shanghai, China, where Learning to Learn curriculum has been implemented for years. 780
students from three types of typical high schools in Shanghai participated in a questionnaire survey. Result of a structural equation model shows that metacognitive knowledge, planning, monitoring, and evaluation constitute students’ metacognitive competencies which effectively predict
mastery of learning strategies and their student learning outcomes. Pedagogies for metacognitive teaching for effectively implementing the Learning to learn curriculum are proposed.
期刊介绍：
Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.
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