Metacognitive awareness and learning and performance goals as key predictors of writing performance

Aam Ali Rahman; Sri Setyarini; Pupung Purnawarman

doi:10.31893/multirev.2024302

Keywords:

goal inventory

metacognitive awareness

writing performance

Abstract

Effective writing involves more than just grammatical correctness and vocabulary choice. A deeper understanding of one’s thinking processes while writing, coupled with clear writing goals, is crucial for producing high-quality text. Thus, this study explores the correlation between students' metacognitive awareness, their orientation towards learning and performance goals, and their performance in English Academic Writing (EAW). Specifically, it investigates participants’ current metacognitive awareness and goal orientation in relation to their English Academic Writing. By examining participants’ understanding of their writing processes and goal they set, this research seeks to establish baseline for exploring potential connection between metacognition, goal orientation, and writing outcomes. The research employed a qualitative design using a survey involving 252 non-English major students across three universities in Indonesia. Participants completed two inventories; the Metacognitive Awareness Inventory (MAI) and the Goal Inventory (GI), along with summative assessments of their writing performance. Their English Academic Writing proficiency was evaluated through standardized assessment. As a result, multiple linear regression analysis indicated a significant positive impact of metacognitive awareness on EAW performance, explaining 73.5% of the variance with a regression coefficient of 1.171 (p < .001). However, learning and performance goals did not significantly affect EAW performance, as evidenced by a regression coefficient of 0.026 (p = .343). These results underscore the pivotal role of metacognitive awareness in enhancing EAW performance among non-English majors, suggesting that further research is needed to explore the influence of goal orientation, and to explore its potential moderating effects on the relationship between metacognitve awareness and EAW performance. Understanding the complex interplay of these factors is essential for developing effective pedagogical interventions to enchance EAW abilities among non-English major students.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Rahman, A. A., Setyarini, S., & Purnawarman, P. (2024). Metacognitive awareness and learning and performance goals as key predictors of writing performance. Multidisciplinary Reviews, 7(12), 2024302. https://doi.org/10.31893/multirev.2024302

[1] Almulla, M. A., & Al-Rahmi, W. M. (2023). Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability. Sustainability, 15(5), 3978. https://www.mdpi.com/2071-1050/15/5/3978

[2] Anderson, J. R. (2013). Cognitive skills and their acquisition. Psychology Press.

[3] Azizi, M., Nemati, A., & Estahbanati, N. (2017). Meta-cognitive awareness of writing strategy use among Iranian EFL learners and its impact on their writing performance. International Journal of English Language & Translation Studies, 5(1), 42-51.

[4] Biber, D., & Gray, B. (2010). Challenging stereotypes about academic writing: Complexity, elaboration, explicitness. Journal of English for Academic Purposes, 9(1), 2-20. https://doi.org/https://doi.org/10.1016/j.jeap.2010.01.001

[5] Brown, A. L. (1978). Knowing when, where, and how to remember; a problem of metacognition. Advances in instructional psychology.

[6] Bussey, K. (2023). The contribution of social cognitive theory to school bullying research and practice. Theory Into Practice, 62(3), 293-305. https://doi.org/10.1080/00405841.2023.2226549

[7] Dillon, C., & Greene, B. (2003). Learner differences in distance learning: Finding differences that matter. Handbook of distance education, 235-244.

[8] Elliott, E. S., & Dweck, C. S. (1988). Goals: an approach to motivation and achievement. J Pers Soc Psychol, 54(1), 5-12. https://doi.org/10.1037//0022-3514.54.1.5

[9] Fisher, R. (1998). Thinking About Thinking: Developing Metacognition in Children. Early Child Development and Care, 141(1), 1-15. https://doi.org/10.1080/0300443981410101

[10] Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906

[11] Hwang, G.-J., Wang, S.-Y., & Lai, C.-L. (2021). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics. Computers & Education, 160, 104031. https://doi.org/https://doi.org/10.1016/j.compedu.2020.104031

[12] Karatas, K., & Arpaci, I. (2021). The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning. Contemporary Educational Technology, 13(3). https://doi.org/10.30935/cedtech/10786

[13] Martínez-López, Z., Moran, V. E., Mayo, M. E., Villar, E., & Tinajero, C. (2023). Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00752-y

[14] Mitsea, E., Drigas, A., & Mantas, P. (2021). Soft Skills & Metacognition as Inclusion Amplifiers in the 21st Century. International Journal of Online and Biomedical Engineering (iJOE), 17(04). https://doi.org/10.3991/ijoe.v17i04.20567

[15] Mouros, N. J. (2003, 5-8 Nov. 2003). Defining, teaching and assessing lifelong learning skills. 33rd Annual Frontiers in Education, 2003. FIE 2003.,

[16] Paris, S. G., & Newman, R. S. (1990). Development Aspects of Self-Regulated Learning. Educational Psychologist, 25(1), 87-102. https://doi.org/10.1207/s15326985ep2501_7

[17] Ridley, D. S., Schutz, P. A., Glanz, R. S., & Weinstein, C. E. (1992). Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting. The Journal of Experimental Education, 60(4), 293-306. https://doi.org/10.1080/00220973.1992.9943867

[18] Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive Strategies and Development of Critical Thinking in Higher Education. Front Psychol, 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219

[19] Roedel, T. D., Schraw, G., & Plake, B. S. (1994). Validation of a Measure of Learning and Performance Goal Orientations. Educational and psychological measurement, 54(4), 1013-1021. https://doi.org/10.1177/0013164494054004018

[20] Schraw, G. (1998). Promoting general metacognitive awareness. Instructional science, 26(1/2), 113-125. https://doi.org/10.1023/a:1003044231033

[21] Schraw, G., & Dennison, R. S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033

[22] Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/https://doi.org/10.1016/j.cedpsych.2019.101832

[23] Teng, F. (2019). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching, 14(5), 436-450. https://doi.org/10.1080/17501229.2019.1615493

[24] Teng, M. F. (2022). Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness. Asia pacific journal of education, 42(2), 179-195. https://doi.org/10.1080/02188791.2020.1835606

[25] Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17(1), 167-190. https://doi.org/10.1007/s11409-021-09278-4

[26] Valle, A., Cabanach, R. G., Núnez, J. C., González-Pienda, J., Rodríguez, S., & Piñeiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73(1), 71-87. https://doi.org/https://doi.org/10.1348/000709903762869923

[27] Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening (Vol. 26). https://doi.org/10.1093/applin/amh039

[28] Wu, D., Gu, H., Gu, S., & You, H. (2021). Individual motivation and social influence: a study of telemedicine adoption in China based on social cognitive theory. Health Policy and Technology, 10(3), 100525. https://doi.org/https://doi.org/10.1016/j.hlpt.2021.100525

[29] Xu, J., Wang, M., & Dong, M. (2022). Relationship Between Test-Taking Motivation and Listening Metacognitive Awareness in EFL Listening Context. European Journal of Psychology Open, 81(1), 13-23. https://doi.org/10.1024/2673-8627/a000020

[30] Yin, H., Tam, W. W. Y., & Lau, E. (2022). Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology. Studies in Educational Evaluation, 74, 101188. https://doi.org/https://doi.org/10.1016/j.stueduc.2022.101188

[31] Zaheer, M., & Munir, S. (2020). Research supervision in distance learning: issues and challenges. Asian Association of Open Universities Journal, 15(1), 131-143. https://doi.org/10.1108/AAOUJ-01-2020-0003

[32] Zhao, C. G., & Liao, L. (2021). Metacognitive strategy use in L2 writing assessment. System, 98, 102472. https://doi.org/https://doi.org/10.1016/j.system.2021.102472

Abstract

References

How to cite