ERIC Number: EJ1411698
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2158-2440
Patterns of Cognitive, Metacognitive, and Affective Dimensions in Learning Orientations: A Preliminary Validation of A Self-Report Questionnaire for Middle School Students
Vezzani Claudio; Vettori Giulia; Bigozzi Lucia; Incognito Oriana; Pinto Giuliana
SAGE Open, v13 n2 2023
This two-study research built and validated the new questionnaire "LO-COMPASS: Learning Orientation-Cognition Metacognition Participation Assessment" aimed at capturing the interplay between cognitive, metacognitive, and affective-motivational learning attributes in middle school students' learning orientations proved to be significant predictors of middle school students' achievements. In Study 1: (N = 212) an Exploratory Factorial Analysis (EFA) was carried out to investigate the factorial latent structure of the questionnaire, while in Study 2: (N = 233) this structure was checked by a Confirmatory Factorial Analysis (CFA). The goodness of fit indices resulting from the CFA were sufficiently good overall: CFI = 0.89, TLI = 0.92, RMSEA = 0.04, SRMR = 0.06. Furthermore, in Study 2 the convergent/discriminant validity of the latent factors of the questionnaire and their association with school achievement were verified. LO-COMPASS factors including an interplay of cognitive, metacognitive, and affective-motivational attributes of learning orientations are discussed within the framework of the existing literature and the practical implications are delineated.
Descriptors: Metacognition, Correlation, Questionnaires, Factor Analysis, Validity, Learning Motivation, Affective Behavior, Academic Achievement, Cognitive Style, Middle School Students, Student Attitudes, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy
Grant or Contract Numbers: N/A