The Effects of Metacognitive Strategy Training on Students' Metacognitive Awareness and Academic Motivation at Senior High School

Abstract Einstein(1979) pointed out, “Interest is the best teacher。” In the modern era, motivation plays a significant role in one's learning process, and the use of various learning strategies has been widely concerned in school education to help students to control and monitor their learning process while doing learning tasks。 Many studies have shown that learners with good learning strategies have better academic performance。 However, little research has been done to investigate the effect of appropriate metacognitive strategy training on metacognitive awareness and academic motivation and inpiduals' academic performance, especially among senior high school students。 Hence, to make an attempt, this study aims to examine the effects of metacognitive strategy training upon senior high school students' metacognitive awareness, academic motivation and their academic performance。 89900

Based on the related literature, this study was conducted in one class from Grade One in Huzhou High School。 A total of 45 students participated in the study。 Metacognitive Awareness Inventory (MAI) by Schraw & Dennison (1994) and Academic Motivation Scale (AMS) by Vallerand and his colleagues (Vallerand et al。, 1992) were used as research tools to measure students' metacognitive awareness and academic motivation respectively and to compare with students' current academic performance。 The results were analyzed by SPSS 16。0。 Findings indicated that there existed a statistical relationship between metacognitive awareness and academic motivation, and the use of metacognitive strategies made a positive impact on students' metacognitive awareness, academic motivation and their academic performance。 It is further concluded that metacognitive training can motivate students to learn more autonomously and regularly。 Finally, this thesis made a summary of the main findings, provided suggestions and pointed the limitations。

Key words: senior high school students; metacognitive strategies; metacognitive awareness; academic motivation; academic performance

元认知策略训练对高中生元认知意识和学业动机的影响

摘  要 爱因斯坦（1979）提出，“兴趣是最好的老师”。在当今时代，动机在学习过程中起着非常重要的作用，各种学习策略在学校教育中的使用也受到了广泛关注，以便能够帮助学生在完成学习任务的同时可以控制和监管自己的学习过程。许多研究表明，具有良好学习策略的学习者有更好的学习成绩。然而，很少有研究调查元认知策略训练对学生元认知意识，学业动机和个人学习成绩的影响，特别是对高中生的影响。因此，本研究旨在探讨元认知策略训练对高中生元认知意识、学业动机和学业成绩的影响。

根据相关文献，本研究开展于湖州中学高一年级。共有45名学生参加了这项研究。Schraw&Dennison（1994）的元认知意识清单（MAI）和Vallerand等人（1992）的学术动机量表（AMS）将被用作研究工具来分别测量学生的元认知意识和学术动机，并与学生当前的学业成绩进行比较。实验结果将通过SPSS 16。0数据分析软件来分析从MAI和AMS收集到得到的数据。结果表明，元认知意识和学术动机之间存在一定的关系，元认知策略的使用对学生的元认知意识，学术动机和他们的学业成绩产生了积极的影响。本研究还发现元认知训练可以激励学生更自主和规律地进行学习。最后，本论文总结了主要研究结果，并指出了实验的局限性和对高中生英语学习的建议。

毕业论文关键词：高中生；元认知策略；元认知意识；学业动机；学习成绩

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