Effects of The Teaching That Aims to Promote Self-Learning Ability on Self-concepts and Metacognition I

The purposes of the present study was to examine the effects of the teaching that aimed to promote self-learning ability on the self-concepts and the metacognition. The 15-item self-concepts questionnaire, the 12-item metacognition questionnaire and the achievement test of arithmetic were administered to 109 (3 classes) fifth grade children. Then the teaching that intended promoting self-learning ability was conducted to 36 children (1 class) during about 2 months. After the teaching, the self-concepts questionnaire, the metacognition questionnaire and the achievement test of arithmetic were administered. The results were as following: (1) Weak correlations were obtained between metacognition and self-concepts, but significant correlations were not obtained between metacognition and achievement test score. (2) The main effects of the teaching on the self-concepts and the metacognition were not obtained enough. The self-concepts and metacognition as the aptitudes influenced the self-concepts and metacognition as each. The implications of these results for providing help for the future studies in the elementary school, and the measure of metacognition were discussed