文章基本信息

标题：Impacts of Direct Metacognitive Instructions on Self-Actualization
本地全文：下载
作者：Fariba Dezhbankhan ; Diana Lea Baranovich ; Nabeel Abedalaziz 等
期刊名称：International Education Studies
印刷版ISSN：1913-9020
电子版ISSN：1913-9039
出版年度：2020
卷号：13
期号：11
页码：1
DOI：10.5539/ies.v13n11p1
出版社：Canadian Center of Science and Education
摘要：Education has a crucial role in improving opportunities for lifelong learning and helping students to move towards their self-actualizing goals. Applying metacognitive interventions facilitate conceptualization and operationalization of such holistic approach of education. This study investigated the impacts of twelve hours metacognitive intervention, ‘Direct Metacognitive Instructions’ (DMI) on self-actualization process among 31 students using quasi-experimental (pre-test-post-test) design. The large effect size ( Partial η 2 = .818, 95 % confidence intervals) implied that DMI has a statistically significant impact in fostering student’s self-actualization. This study has implications for designing and implementing multidimensional metacognitive interventions targeting self-actualization and evaluating cognitive, behavioral and affective effects of such interventions.