Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills
- Author
- Heleen Bourdeaud'hui, Koen Aesaert (UGent) and Johan van Braak (UGent)
- Organization
- Project
- Abstract
- This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students' critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance (MANOVAs) and a structural equation model (SEM) were used to analyze the data. The results indicated that high-level listeners were more aware of different factors of metacognition (i.e., person knowledge, problem-solving, and directed attention) and more intrinsically motivated to listen compared to average and low-level listeners. Further, complex structural relationships among students' motivation, metacognitive awareness, and critical listening skills were found. The results showed that both intrinsic and extrinsic listening motivation were antecedents of students' reported awareness of metacognition. The findings also suggested that metacognitive awareness mediated the relationship between motivation and critical listening skills.
- Keywords
- Metacognitive awareness, motivation, listening comprehension, primary school students
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8689926
- MLA
- Bourdeaud’hui, Heleen, et al. “Exploring the Relationship between Metacognitive Awareness, Motivation, and L1 Students’ Critical Listening Skills.” JOURNAL OF EDUCATIONAL RESEARCH, vol. 114, no. 1, 2021, pp. 40–51, doi:10.1080/00220671.2021.1872474.
- APA
- Bourdeaud’hui, H., Aesaert, K., & van Braak, J. (2021). Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills. JOURNAL OF EDUCATIONAL RESEARCH, 114(1), 40–51. https://doi.org/10.1080/00220671.2021.1872474
- Chicago author-date
- Bourdeaud’hui, Heleen, Koen Aesaert, and Johan van Braak. 2021. “Exploring the Relationship between Metacognitive Awareness, Motivation, and L1 Students’ Critical Listening Skills.” JOURNAL OF EDUCATIONAL RESEARCH 114 (1): 40–51. https://doi.org/10.1080/00220671.2021.1872474.
- Chicago author-date (all authors)
- Bourdeaud’hui, Heleen, Koen Aesaert, and Johan van Braak. 2021. “Exploring the Relationship between Metacognitive Awareness, Motivation, and L1 Students’ Critical Listening Skills.” JOURNAL OF EDUCATIONAL RESEARCH 114 (1): 40–51. doi:10.1080/00220671.2021.1872474.
- Vancouver
- 1.Bourdeaud’hui H, Aesaert K, van Braak J. Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills. JOURNAL OF EDUCATIONAL RESEARCH. 2021;114(1):40–51.
- IEEE
- [1]H. Bourdeaud’hui, K. Aesaert, and J. van Braak, “Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills,” JOURNAL OF EDUCATIONAL RESEARCH, vol. 114, no. 1, pp. 40–51, 2021.
@article{8689926,
abstract = {{This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students' critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance (MANOVAs) and a structural equation model (SEM) were used to analyze the data. The results indicated that high-level listeners were more aware of different factors of metacognition (i.e., person knowledge, problem-solving, and directed attention) and more intrinsically motivated to listen compared to average and low-level listeners. Further, complex structural relationships among students' motivation, metacognitive awareness, and critical listening skills were found. The results showed that both intrinsic and extrinsic listening motivation were antecedents of students' reported awareness of metacognition. The findings also suggested that metacognitive awareness mediated the relationship between motivation and critical listening skills.}},
author = {{Bourdeaud'hui, Heleen and Aesaert, Koen and van Braak, Johan}},
issn = {{0022-0671}},
journal = {{JOURNAL OF EDUCATIONAL RESEARCH}},
keywords = {{Metacognitive awareness,motivation,listening comprehension,primary school students}},
language = {{eng}},
number = {{1}},
pages = {{40--51}},
title = {{Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills}},
url = {{http://doi.org/10.1080/00220671.2021.1872474}},
volume = {{114}},
year = {{2021}},
}
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