Date of Award

Spring 2016

Degree Name

Bachelor of Science

Major

Psychology

First Advisor

Dina Anselmi

Second Advisor

David Reuman

Abstract

The current study explored the effect of metacognition training on the academic performance of middle-school students. Intervention sessions for 6th and 8th graders were designed and implemented to enrich metacognitive skills, based on Ambrose et al.’s (2010) model of metacognition. Two classrooms of 6th and 8th graders received the Learn 2 Learn metacognition curriculum, while two other classrooms in both grade levels received the control curriculum on school transitions for either high school or college. Students’ level of metacognition and motivation were measured with pre- and post- qualitative and quantitative assessments along with quarterly grades. Overall, results from the intervention showed the expected pattern of increase in students’ metacognition, although it only approached statistical significance (p = .11). The 6th graders showed higher levels of metacognition, self-efficacy, and engagement than the 8th graders, and lower levels of anxiety. As expected, metacognition and motivation were positively correlated with academic performance. An additional pilot study was also conducted to explore measuring metacognitive use with an online assessment.

Comments

Senior thesis completed at Trinity College, Hartford Connecticut for the degree of Bachelor of Science in Psychology.

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