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- Title
Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students.
- Authors
Khan, Mussarat J.; Rasheed, Seemab
- Abstract
The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, metacognitive awareness and study habits. Future implications of the study were also discussed.
- Subjects
RAWALPINDI (Pakistan); ISLAMABAD (Pakistan); LEARNING strategies; COLLEGE students; HABIT; REGRESSION analysis; AWARENESS; METACOGNITIVE therapy
- Publication
Pakistan Journal of Psychological Research, 2019, Vol 34, Issue 1, p215
- ISSN
1016-0604
- Publication type
Article
- DOI
10.33824/PJPR.2019.34.1.12