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 individuals' 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. 

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

Contents

Abstract

摘  要

1. Introduction-1

1.1 Background-1

1.2 Layout of the thesis-2

2. Literature review-3

2.1 Metacognitive awareness-3

2.1.1 The concept and classification of metacognitive awareness-3

2.1.2 Studies on metacognitive awareness-3

2.2 Academic motivation-4

2.2.1 The concept and classification of academic motivation-4

2.2.2 Studies on academic motivation-5

2.3 Metacognitive strategies-5

2.3.1 The concept and classification of metacognitive strategies-5

2.3.2 Studies on metacognitive strategies at home and abroad-7

2.4 Matacognitive strategies, matacognitive awareness and academic motivation-7

2.4.1 Matacognitive strategies and metacognitive awareness-8

2.4.2 Matacognitive strategies and academic motivation-8

3. Research design-9

3.1 Hypothesis and research questions-9

3.2 Participants-9

3.3 Instruments-9

3.2.1 Metacognitive Awareness Inventory (MAI)-9

3.2.2 Academic Motivation Scale (AMS)-10

3.2.3 English tests-10

3.3 Procedure-10

4. Results and discussion-14

4.1 Change of students' perceived levels of MAI and AMS-14

4.2 The effects of metacognitive strategy training on students' English performance-15

4.3 Correlations among students' metacognitive awareness, academic motivation and academic performance-16

5. Conclusion-19

5.1 Major findings and suggestions-19

5.2 Limitations and future expectations-21

Reference-23

Appendix-26