Searching for the impact of teacher behavior on promoting students' cognitive and metacognitive skills

被引：24

作者：

Kyriakides, Leonidas ^{[1
]}

Anthimou, Maria ^{[1
]}

Panayiotou, Anastasia ^{[1
]}

机构：

[1] Univ Cyprus, Dept Educ, POB 20537, CY-1678 Nicosia, Cyprus

来源：

STUDIES IN EDUCATIONAL EVALUATION | 2020年 / 64卷

关键词：

Educational effectiveness research; Quality of teaching; Metacognition; Multilevel modeling; Structural equation modeling; Primary education; REGRESSION DISCONTINUITY; SELF-REGULATION; METAANALYSIS; OUTCOMES; QUALITY; STRATEGIES; KNOWLEDGE; ENHANCEMENT; SUGGESTIONS; INSTRUCTION;

D O I：

10.1016/j.stueduc.2019.100810

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the impact of teaching factors on students' cognitive and metacognitive achievement in mathematics. Written tests and the "Metacognitive Skills and Knowledge Assessment" tool were administered to grade 4 and 5 students (n = 924) at the beginning and end of the school year 2013-2014. A student questionnaire was used for measuring teaching factors. Multilevel SEM analyses revealed a reciprocal relationship between students' cognitive and metacognitive skills. All teaching factors of the dynamic model of educational effectiveness were found to be associated with mathematics achievement but only four factors (modeling, assessment, questioning, and dealing with misbehavior) were associated with two aspects of metacognition (i.e. prediction and evaluation). Implications of findings are drawn.

引用

页数：14

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