THE DEVELOPMENT OF A QUESTIONNAIRE ON METACOGNITION FOR STUDENTS IN SECONDARY SCHOOL

Abstract

Interest in the role of metacognition has been steadily rising in most forms of education. The present paper focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among Secondary school students and the subsequent process of testing to determine its validity. The questionnaire was administered to 4119 students, (230 school classes) in various types of schools in Palermo, Italy. The general aim of the study was to reveal the effects of teaching specific learning strategies to students on their metacognitive knowledge, their use of metacognitive skills, and their success. The data gathered were analyzed by means of a generalization study and a decision study.