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MOTIVATION FOR ACADEMIC ACHIEVEMENT AND ITS RELATIONSHIP TO THE METACOGNITIVE THINKING SKILLS AMONG HIGH SCHOOL STUDENTS IN THE SUBURBS OF JERUSALEM
Corresponding Author(s) : Omar Rimawi
Humanities & Social Sciences Reviews,
Vol. 9 No. 2 (2021): March
Abstract
Purpose of the study: This study aims to identify the degree of Motivation for Academic Achievement and its Relationship to the Metacognitive Thinking Skills among High School Students in the suburbs of Jerusalem.
Methodology and research methods: To achieve the objectives of this study, the relational descriptive approach was adopted. The sample of this study included (380) high school students (male and female). Data was obtained, analyzed, and processed statistically.
Results: The findings suggested that there were statistically significant differences in the means of the motivation for academic achievement due to gender in favor of females. The results also showed that there were no statistically significant differences at the level of significance (α ≤ 0.05) in the means of the metacognitive thinking skills among high school students due to gender, an average of the former class, or father-mother's educational qualification. Moreover, the results revealed that there was a correlation between the motivation for academic achievement and metacognitive thinking skills.
Scientific novelty: It is clear that metacognitive thinking skills improve the degree of motivation for academic achievement by increasing the capacities of the students to learn and grow their learning motivation. it is considered a strong indicator of academic success. Students with metacognitive thinking skills achieve better academic achievement compared to students who have a lower level of metacognitive thinking skills.
Practical significance: The importance of this study is expressed in the significance of the issue under consideration, as awareness of metacognitive thinking skills increases the capacity to handle and use them in various educational situations.
Keywords
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- Abdellah, R. (2015). Metacognitive awareness and its relation to academic achievement and teaching performance of pre-service female teachers in Ajman University in UAE. Procedia-Social and Behavioral Sciences, 174, 560-567. DOI: https://doi.org/10.1016/j.sbspro.2015.01.707
- Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192 DOI: https://doi.org/10.1016/j.heliyon.2020.e04192
- Abdulqader, M.& Rimawi, O. (2019). cyberbullying and its relationship with academic achievement motivations for high school students in Jerusalem suburbs schools, International Journal of Educational and Psychological Studies. (6), 44-66.
- Abu Ghazal, M. (2007). The Relationship Between Meta-memory and Motivation for Academic Achievement Among Yarmouk University Students, The Jordanian Journal of Educational Sciences, 3 (1), 89-105.
- Alajami, F. (2019). The Level of Boredom Among School Principals in the State of Kuwait and its Relationship to the Motivation for Achievement among Teachers of Those Schools, Unpublished Master Thesis, University of Al-Bayt, Jordan.
- Aldakhil, A., Abdel-Khaleq, A. (2019). Motivation for Academic Achievement and its Relationship to the Future Career Concern among a Sample of Male and Female Students in the Department of Special Education at Majmaah University, Arab Journal of Disability and Gifted Science, 3 (9), 27-62.
- Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222. https://doi.org/10.1016/j.chb.2019.08.018 DOI: https://doi.org/10.1016/j.chb.2019.08.018
- Alghamdi, R. (2019). Motivation for Academic and Test Concerns and their Relationship to the Academic Achievement among a Sample of Students at High School in Jeddah Governorate, Journal of Educational Sciences, 27 (1), 407-435.
- Alhazoun, Sh. (2009), How the Mind Works During the Learning Process (A Practical Model for Developing Metacognitive Skills and Academic Achievement, Egypt: The Modern Library).
- Al-Jarrah, A. & Obeidat, A. (2011). Metacognitive thinking level amongst a sample of Yarmouk University students in the light of some variables. Jordan Journal of Educational Sciences, 7 (2), 145-162.
- Almu'tham, Kh., & Al-Menoufy, S. (2017). Effectiveness of Metacognition Strategies in Developing Mathematical Achievement and Algebraic Thinking Skills Among Middle Third Grade Students, Journal of Educational Sciences, 2 (1), 139-166
- Alomari, M. (2012). School- Psychological Constrains and its Relationship to the Academic Achievement and the Level of Mental Health among a Sample of High School Students in Al-Laith Governorate. Unpublished Master Thesis, Um Al-Qura University, Kingdom of Saudi Arabia.
- Al-qutan, A., & Alorsan, S. (2018). The Effectiveness of an Educational Program Based on Woods Structural Program in Developing Academic Achievement and Metacognitive Thinking Skills among Psychology Students at the University of Hail, Journal of Studies in Education Science, 3 (1), 167-195.
- Atkinson, J. (1980). Motivational effects in so-called tests of ability and educational achievement, in Achievement motivation (pp. 9-21). Springer, Boston, MA. DOI: https://doi.org/10.1007/978-1-4757-8997-3_2
- Bakrei, M. (2019). Parental Treatment Methods their Relationship to the Academic Achievement Motivation among High School Students in Jerusalem. Unpublished Master's thesis, Al-Quds Open University, Palestine.
- Barenberg, J., & Dutke, S. (2019). Testing and metacognition: retrieval practise effects on metacognitive monitoring in learning from text. Memory, 27(3), 269-279. https://doi.org/10.1080/09658211.2018.1506481 DOI: https://doi.org/10.1080/09658211.2018.1506481
- Ben Braika, A. (2007). The Relationship between Awareness of Cognitive Processes and Motivation for Academic Achievement among High School Students forTeachers in the City of Algiers, PhD thesis in the Science of Education, University of Algiers, Algeria.
- Bin Abed, J., & Bin Al-Taher, T. (2017). Metacognitive thinking and its Effect on Academic Achievement in Mathematics among Students with Dyscalculia, Journal of Social Sciences and Humanities, No. (30), 479-488.
- Bodali, H. (2018). The Relationship between Self-organized Learning Strategies and Motivation for Academic Achievement for a University Student: A Field Study. Journal of Pedagogical and Educational Research, 7 (1), 137-164.
- Bogdanović, I., Obadović, D. Ž., Cvjetićanin, S., Segedinac, M., & Budić, S. (2017). Students’ metacognitive awareness and physics learning efficiency and correlation between them. European Journal of Physics Education, 6(2), 18-30. DOI: https://doi.org/10.20308/ejpe.96231
- Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological bulletin, 140(4), 980-1008. https://doi.org/10.1037/a0035661 DOI: https://doi.org/10.1037/a0035661
- Coutinho, S. (2008). The relationship between goals, metacognition and academic success, Education, 7 (1), 39-45..
- DePasque, S., & Tricomi, E. (2015). Effects of intrinsic motivation on feedback processing during learning. NeuroImage, 119, 175-186. https://doi.org/10.1016/j.neuroimage.2015.06.046 DOI: https://doi.org/10.1016/j.neuroimage.2015.06.046
- Fan, W., & Zhang, L. (2009). Are achievement motivation and thinking styles related? A visit among Chinese university students. Learning and Individual differences, 19(2), 299-303. https://doi.org/10.1016/j.lindif.2008.10.005 DOI: https://doi.org/10.1016/j.lindif.2008.10.005
- Fares, A., & Saad A. (2018). The Relationship between Metacognition Skills and Academic Achievement for Secondary School Pupils - Field Study, Journal of Studies in Education Sciences, 4 (1), 69-84.
- Farnam, A., & Anjomshoaa, H. (2020). The Relationship between Metacognition Skills with Academic Motivation and Academic Achievement among High School Students in Kerman, Iran. International Journal of Pediatrics, 8(1), 10759-10766. https://dx.doi.org/10.22038/ijp.2020.45608.3731
- Flavell, J. (1976). Metacognitive Aspects of Problem Solving, In L.B.Resenich (ED) the Nature of Intelligence, (PP231235) NJ, Hillsdale: Lawrence Erlbam Associates.
- Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry, American psychologist, 34(10), 906-911. DOI: https://doi.org/10.1037/0003-066X.34.10.906
- Hannash F., Faris A., (2014). Metacognition Skills and Their Relationship to the Achievement Motivation of the Algerian University Student. Algerian Journal for Childhood and Education, 2 (2), 67-86.
- Hussein, I.; Manoukh, S. (2009). Metacognition Strategies and Their Relationship to the Achievement Motivation among Middle School Students, Tikrit University. Journal for Humanities. 16 (10). 334-295.
- Kafafi, A. (2009). Introduction to Psychology, Dar ElmaarefaElgameaia, Cairo, Egypt.
- Khalifa, Abdul Latif (2006). Motivation for Achievement, Cairo, Egypt. Dar Gharib for Publishing and Distribution.
- Khater, M. (2018). Mental health and its relationship with academic achievement of Al Quds University students. Unpublished Master's thesis, Al-Quds University, Palestine.
- Kruglanski, A. W., Fishbach, A., Woolley, K., Bélanger, J. J., Chernikova, M., Molinario, E., & Pierro, A. (2018). A structural model of intrinsic motivation: On the psychology of means-ends fusion. Psychological review, 125(2), 165. https://psycnet.apa.org/doi/10.1037/rev0000095 DOI: https://doi.org/10.1037/rev0000095
- Louca, E. (2003). The concept and instruction of metacognition. Teacher development, 7(1), 9-30. https://doi.org/10.1080/13664530300200184 DOI: https://doi.org/10.1080/13664530300200184
- Mazghaish, Kh., & Abdullah, Q. (2008). Learning Strategy, the National Institute for Training and Improving Education users, the First Scientific Conference.
- Nawfal, M.; and Saifan, M. (2011). Incorporating Thinking Skills into the Academic Content, Amman: Dar Al Masirah for Publishing, Distribution, and Printing.
- Rahimirad, M.& Shams, M. (2014). The effect of activating metacognitive strategies on the listening performance and metacognitive awareness of EFL students, International journal of listening, 28 (3), 162-176. DOI: https://doi.org/10.1080/10904018.2014.902315
- Sahrawi, N. (2011). The Relationship Between Metacognition and the Effectiveness of Cognitive Structure to the Cognitive Learning Strategies among Undergraduates, Journal of Quantitative and Qualitative Data Analysis, 3 (2), 81-102.
- Samsum A. (2015). Metacognition skills and their Relationship to the Motivation for Achievement. Journal of Science and Practices of Physical, Sports and Artistic Activities, 4 (1), 93-101.
- Schraw, G. & Dennison, R. (1994). Assessing Metacognitive Awareness, Contemporary Educational Psychology, 19 (4), 460-475. DOI: https://doi.org/10.1006/ceps.1994.1033
- Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. https://doi.org/10.1111/jcal.12088 DOI: https://doi.org/10.1111/jcal.12088
- Sungur, S. (2007). Modeling the relationships among students' motivational beliefs, metacognitive strategy use, and effort regulation, Scandinavian Journal of Educational Research, 51(3), 315-326. https://doi.org/10.1080/00313830701356166 DOI: https://doi.org/10.1080/00313830701356166
- Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.
References
Abdellah, R. (2015). Metacognitive awareness and its relation to academic achievement and teaching performance of pre-service female teachers in Ajman University in UAE. Procedia-Social and Behavioral Sciences, 174, 560-567. DOI: https://doi.org/10.1016/j.sbspro.2015.01.707
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192 DOI: https://doi.org/10.1016/j.heliyon.2020.e04192
Abdulqader, M.& Rimawi, O. (2019). cyberbullying and its relationship with academic achievement motivations for high school students in Jerusalem suburbs schools, International Journal of Educational and Psychological Studies. (6), 44-66.
Abu Ghazal, M. (2007). The Relationship Between Meta-memory and Motivation for Academic Achievement Among Yarmouk University Students, The Jordanian Journal of Educational Sciences, 3 (1), 89-105.
Alajami, F. (2019). The Level of Boredom Among School Principals in the State of Kuwait and its Relationship to the Motivation for Achievement among Teachers of Those Schools, Unpublished Master Thesis, University of Al-Bayt, Jordan.
Aldakhil, A., Abdel-Khaleq, A. (2019). Motivation for Academic Achievement and its Relationship to the Future Career Concern among a Sample of Male and Female Students in the Department of Special Education at Majmaah University, Arab Journal of Disability and Gifted Science, 3 (9), 27-62.
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222. https://doi.org/10.1016/j.chb.2019.08.018 DOI: https://doi.org/10.1016/j.chb.2019.08.018
Alghamdi, R. (2019). Motivation for Academic and Test Concerns and their Relationship to the Academic Achievement among a Sample of Students at High School in Jeddah Governorate, Journal of Educational Sciences, 27 (1), 407-435.
Alhazoun, Sh. (2009), How the Mind Works During the Learning Process (A Practical Model for Developing Metacognitive Skills and Academic Achievement, Egypt: The Modern Library).
Al-Jarrah, A. & Obeidat, A. (2011). Metacognitive thinking level amongst a sample of Yarmouk University students in the light of some variables. Jordan Journal of Educational Sciences, 7 (2), 145-162.
Almu'tham, Kh., & Al-Menoufy, S. (2017). Effectiveness of Metacognition Strategies in Developing Mathematical Achievement and Algebraic Thinking Skills Among Middle Third Grade Students, Journal of Educational Sciences, 2 (1), 139-166
Alomari, M. (2012). School- Psychological Constrains and its Relationship to the Academic Achievement and the Level of Mental Health among a Sample of High School Students in Al-Laith Governorate. Unpublished Master Thesis, Um Al-Qura University, Kingdom of Saudi Arabia.
Al-qutan, A., & Alorsan, S. (2018). The Effectiveness of an Educational Program Based on Woods Structural Program in Developing Academic Achievement and Metacognitive Thinking Skills among Psychology Students at the University of Hail, Journal of Studies in Education Science, 3 (1), 167-195.
Atkinson, J. (1980). Motivational effects in so-called tests of ability and educational achievement, in Achievement motivation (pp. 9-21). Springer, Boston, MA. DOI: https://doi.org/10.1007/978-1-4757-8997-3_2
Bakrei, M. (2019). Parental Treatment Methods their Relationship to the Academic Achievement Motivation among High School Students in Jerusalem. Unpublished Master's thesis, Al-Quds Open University, Palestine.
Barenberg, J., & Dutke, S. (2019). Testing and metacognition: retrieval practise effects on metacognitive monitoring in learning from text. Memory, 27(3), 269-279. https://doi.org/10.1080/09658211.2018.1506481 DOI: https://doi.org/10.1080/09658211.2018.1506481
Ben Braika, A. (2007). The Relationship between Awareness of Cognitive Processes and Motivation for Academic Achievement among High School Students forTeachers in the City of Algiers, PhD thesis in the Science of Education, University of Algiers, Algeria.
Bin Abed, J., & Bin Al-Taher, T. (2017). Metacognitive thinking and its Effect on Academic Achievement in Mathematics among Students with Dyscalculia, Journal of Social Sciences and Humanities, No. (30), 479-488.
Bodali, H. (2018). The Relationship between Self-organized Learning Strategies and Motivation for Academic Achievement for a University Student: A Field Study. Journal of Pedagogical and Educational Research, 7 (1), 137-164.
Bogdanović, I., Obadović, D. Ž., Cvjetićanin, S., Segedinac, M., & Budić, S. (2017). Students’ metacognitive awareness and physics learning efficiency and correlation between them. European Journal of Physics Education, 6(2), 18-30. DOI: https://doi.org/10.20308/ejpe.96231
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological bulletin, 140(4), 980-1008. https://doi.org/10.1037/a0035661 DOI: https://doi.org/10.1037/a0035661
Coutinho, S. (2008). The relationship between goals, metacognition and academic success, Education, 7 (1), 39-45..
DePasque, S., & Tricomi, E. (2015). Effects of intrinsic motivation on feedback processing during learning. NeuroImage, 119, 175-186. https://doi.org/10.1016/j.neuroimage.2015.06.046 DOI: https://doi.org/10.1016/j.neuroimage.2015.06.046
Fan, W., & Zhang, L. (2009). Are achievement motivation and thinking styles related? A visit among Chinese university students. Learning and Individual differences, 19(2), 299-303. https://doi.org/10.1016/j.lindif.2008.10.005 DOI: https://doi.org/10.1016/j.lindif.2008.10.005
Fares, A., & Saad A. (2018). The Relationship between Metacognition Skills and Academic Achievement for Secondary School Pupils - Field Study, Journal of Studies in Education Sciences, 4 (1), 69-84.
Farnam, A., & Anjomshoaa, H. (2020). The Relationship between Metacognition Skills with Academic Motivation and Academic Achievement among High School Students in Kerman, Iran. International Journal of Pediatrics, 8(1), 10759-10766. https://dx.doi.org/10.22038/ijp.2020.45608.3731
Flavell, J. (1976). Metacognitive Aspects of Problem Solving, In L.B.Resenich (ED) the Nature of Intelligence, (PP231235) NJ, Hillsdale: Lawrence Erlbam Associates.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry, American psychologist, 34(10), 906-911. DOI: https://doi.org/10.1037/0003-066X.34.10.906
Hannash F., Faris A., (2014). Metacognition Skills and Their Relationship to the Achievement Motivation of the Algerian University Student. Algerian Journal for Childhood and Education, 2 (2), 67-86.
Hussein, I.; Manoukh, S. (2009). Metacognition Strategies and Their Relationship to the Achievement Motivation among Middle School Students, Tikrit University. Journal for Humanities. 16 (10). 334-295.
Kafafi, A. (2009). Introduction to Psychology, Dar ElmaarefaElgameaia, Cairo, Egypt.
Khalifa, Abdul Latif (2006). Motivation for Achievement, Cairo, Egypt. Dar Gharib for Publishing and Distribution.
Khater, M. (2018). Mental health and its relationship with academic achievement of Al Quds University students. Unpublished Master's thesis, Al-Quds University, Palestine.
Kruglanski, A. W., Fishbach, A., Woolley, K., Bélanger, J. J., Chernikova, M., Molinario, E., & Pierro, A. (2018). A structural model of intrinsic motivation: On the psychology of means-ends fusion. Psychological review, 125(2), 165. https://psycnet.apa.org/doi/10.1037/rev0000095 DOI: https://doi.org/10.1037/rev0000095
Louca, E. (2003). The concept and instruction of metacognition. Teacher development, 7(1), 9-30. https://doi.org/10.1080/13664530300200184 DOI: https://doi.org/10.1080/13664530300200184
Mazghaish, Kh., & Abdullah, Q. (2008). Learning Strategy, the National Institute for Training and Improving Education users, the First Scientific Conference.
Nawfal, M.; and Saifan, M. (2011). Incorporating Thinking Skills into the Academic Content, Amman: Dar Al Masirah for Publishing, Distribution, and Printing.
Rahimirad, M.& Shams, M. (2014). The effect of activating metacognitive strategies on the listening performance and metacognitive awareness of EFL students, International journal of listening, 28 (3), 162-176. DOI: https://doi.org/10.1080/10904018.2014.902315
Sahrawi, N. (2011). The Relationship Between Metacognition and the Effectiveness of Cognitive Structure to the Cognitive Learning Strategies among Undergraduates, Journal of Quantitative and Qualitative Data Analysis, 3 (2), 81-102.
Samsum A. (2015). Metacognition skills and their Relationship to the Motivation for Achievement. Journal of Science and Practices of Physical, Sports and Artistic Activities, 4 (1), 93-101.
Schraw, G. & Dennison, R. (1994). Assessing Metacognitive Awareness, Contemporary Educational Psychology, 19 (4), 460-475. DOI: https://doi.org/10.1006/ceps.1994.1033
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. https://doi.org/10.1111/jcal.12088 DOI: https://doi.org/10.1111/jcal.12088
Sungur, S. (2007). Modeling the relationships among students' motivational beliefs, metacognitive strategy use, and effort regulation, Scandinavian Journal of Educational Research, 51(3), 315-326. https://doi.org/10.1080/00313830701356166 DOI: https://doi.org/10.1080/00313830701356166
Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.