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Predicting Meta Cognition Awareness of Primary School Students Based on Class Psychosocial Climate and Academic Assessment

Elaheh Sanati*, Mehdi lesani

Master of Art, Educational Research, kerman, Iran

Abstract: The goal of the present research was to predict students' meta cognitive awareness based on class psychosocial climate and academic assessment. The statistical universe of this research included all students in fifth grade pupils (male and female) of the state schools in strict 2 of Kerman in school year of 2012- 2013. The sample included 450 students selected by using the multi-stage cluster random sampling method. To measure the class psychosocial climate, class psychological climate inventory (Fraser, Giddings and Mc Robbie, 1995) was used. The meta cognitive variable was evaluated by the self –reporting inventory of Sperling et al. (2002). Data was analyzed by simultaneous regression analysis method and Z fisher test. The results showed that class psychosocial climate and academic assessment predict significantly students' meta cognitive awareness. These predicting variables realized %6 of students' meta cognition ability. The class psychosocial climate components and academic assessment are not predictors for the students' meta cognition awareness subscale. The class psycho social climate components and academic assessment are significant predictors for the students' meta cognition regulation subscale. 4% of the students' meta cognition regulation is realized by ability the class psychosocial climate components and academic assessment. Also, the findings imply that the descriptive and gender evaluation in the relationship between the class psychosocial climate and meta cognition awareness have a mediating role. The results of Z fisher test showed that the correlation between the class psychosocial climate and meta cognition in the male students is more than the female students.

Keywords: class psychosocial climate, meta cognition awareness, traditional evaluation, descriptive evaluation

Received July 20, 2015; Revised August 01, 2015; Accepted September 11, 2015

Citation: Elaheh Sanati, Mehdi lesani, Predicting Meta Cognition Awareness of Primary School Students Based on Class Psychosocial Climate and Academic Assessment. American Journal of Educational Research, 3 (9). 1173-1179. January 2015. doi:10.12691/education-3-9-18

1. Introduction

The learning environment of class is a space or situation in where learners and teachers interact to each other and approach the various information resources and tools to continue the learning activities [25]. Bandura (1986) argued that behavior was influenced by a combination environmental factors and personal characteristics, such as beliefs about possible outcomes of behavior and their abilities to perform a given task competently [37].

The theory identifies human behavior as an interaction of personal factors, behavior, and the environment (Bandura 1977). In the model, the interaction between the person and behavior involves the influences of a person’s thoughts and actions. The interaction between the person and the environment involves human beliefs and cognitive competencies that are developed and modified by social influences and structures within the environment”[15].

In this way, the social constructive- oriented theory also says awareness exists in a social context and is common among the people. Therefore, the main tool to make knowledge is the interaction between the leaner and his / her social environment [34].

The essence of a learning environment is the interaction that occurs between individuals, groups and the setting within which they operate. The investigation in, and of, learning environment is based on the formula, B=f (P.E) whereby behavior (B) is considered to be a function of (f) the person (P) and the environment (E). The formula recognizes that determinants of human behavior [9].

In the late of 1960', the educational researches changed their attention from focusing standardized test consequences about students' learning towards surrounding biases of learning process. After it, there were many broad researches in the different countries showing validity of the class psychosocial climate predictor to determine the students' cognitive and affective consequences [11]. Class as a small and secondary society includes many different individuals who differ in terms of experiences, culture and personality. These persons bring their characteristics to the class by themselves and because of this, there is a different psychosocial climate in the classes. Therefore, the teachers and students form the class psychosocial climate whose main goal is education and learning; therefore there should be an appropriate and desirable climate in the classes for education and learning [27]

An appropriate structure of the class climate increases the students' competency, independence, communication and internal motivation. And it is very important during moving from elementary school through middle school [37]

Recognizing the class psychosocial climate can provide a valuable feedback for the teachers, because this factor influences school drop- out, class absenteeism, truancy, despondency and depression, students' resistance to the teacher, non- friendliness between students in the classroom, dissatisfaction and noninterest in learning. If there is not a safe psychosocial climate in the class and school and the students don’t experience such a climate, it can not be expected to have consistent persons and safe society [3]. From 1960 many investigations have been studied and analyzed the class climate and some issues such as teacher's behaviors, student – teacher interactions, and classmates interactions and class has been considered as an important criteria to identify and recognize students' academic achievement [10].

Ghaith (2007) emphasized importance of the class climate as main determinate for learners' academic achievement and regulating the class psycho social climate. It is necessary that besides students' learning abilities, the teachers consider the kind of context and environment in which are students and the teachers. Considering these differences in developing and enriching curriculum and instructional program and increasing students' interest and motivation and academic performance could be valuable [12].

Evaluation system is considered as an important section of teaching and learning process in the Education System of every country. Given to the new definitions about learning, evaluation should be used as a tool towards improvement trend and learning promotion [16]. The academic evaluation, in its traditional form, not only has directed the teaching and learning process towards realizing educational expectations, but also has resulted in some problems such as product- oriented, document – oriented, cheating ad anxiety in the students [6].

The research related to the context of descriptive evaluation design implies that the kind of evaluation system has influenced students' cognitive m affective and social characteristics. In the primary schools, the social and affective climate dominant in the classroom and lack of different stresses and anxieties have been effective in the students' academic achievement compared to the other variables. The studies have demonstrated that if there is no stress and anxiety in the class and there is a strong human and social relationship between the teacher and the students and also between the students to each other, they will have a more desirable attitude towards school and learning. Undoubtedly, the evaluation system dominant in the class is effective to create such a climate [31]. After 1990 UNESCO has recalled all countries towards educational modifications by slogan: “Education for all “and announced that the aim of educational improvements is to improve educational system quality [38,39]. There are several discussions about this subject. Evaluating and measuring the students nationally are considered as a key element and leverage to modify schools and improving training and learning [29]. It is expected that a correct evaluation makes preparations for educational improvements.

Recently, some actions have been performed in this context in Iran along with the other countries. For instance, Supreme Council of Department of Education ordered to the public and training education vice – president in November 2002 that the quantitative scale (0-20) changed into qualitative scale (descriptive) for evaluating the students [29,24,8,39,21]

Considering the place of student in the teaching – learning processes, the descriptive evaluation design is not only to mean establishing main changes in the evaluation method, but also it means to establish changes in the class controlling methods, training methods and so on. The research related to the effect of qualitative evaluation on students learning in terms of cognitive, social, affective and creative behaviors by students demonstrate that the kind of evaluation in the classroom has some positive effects [31]. Replacing traditional exams by descriptive evaluation is a opportunity to provide a new face of evaluation tools and objectives, if it performs correctly, will be able to establish basic and extensive changes in the other Education components [16]. Black (2004) believe that the students included in the descriptive design learn how to control and manage their own learning and that of the others. Therefore, it can be expected these students have a higher meta cognition knowledge by using these methods [29]. Lubbers (2006) showed that if the evaluation system dominant in the class results in an affective climate and high social relationships, the students will face a higher academic achievement [31].

Fellavel (1979) defined meta-cognition as active controlling and adjusting cognitive activities in order to achieve cognitive matters [1].

When students gain new information, they use various cognitive and meta cognitive strategies to help them encode, organize and retrieve new information [7].

Meta cognition, which means thinking about thinking, generally covers various skills that are inter-related to thinking and learning, which are critical thinking, reflective thinking, problem-solving and making a decision. Individuals, who have more developed meta cognitive skills, are also better problem solvers, decision makers and critical thinkers than others. In its broadest sense, meta cognition is human’s awareness of mental operations like perception, remembering and thinking and ability to control them [17].

In the recent years, researchers intend to recognize some variables to manipulate them by education and changing the class climate appropriately and optimally and therefore promote academic performance. Hence, cognitive and meta cognition variables which have variable characteristic and are influenced by context, can be considered as variables effective on the students' learning and performance.

The theoretical basis of the meta cognition strategies education in cognitivist theory is “Information Processing Theory. Brown speaks of two kinds of meta cognition: a) knowledge about cognition, b) regulation of cognition [20]. According to Brown (1987) meta cognition knowledge includes information which human has about his own cognitive processes. The second aspect of Brown's view is related to meta cognition regulation. Controlling and regulating cognitive aspect is an important part of individual's meta cognition skills. It includes some processes which cooperate the cognition. Regulating meta cognition is related to meta cognition activities which help control thought and individual's learning [4]. In general meta cognition concentrates on the active control and the regulation of cognitive processes [36]. One of the most important and common students' problems is not to use meta cognition learning strategies. In the equal educational conditions, some students have lower performance than the other their classmates. They are mainly in the variable learning conditions because of deficiency or not to use meta cognition skills and encounter some difficulties. These students should learn how to change and control their meta cognition and learning strategies [28]. When students gain new information, they use various cognitive and meta-cognitive strategies to help them encode, organize and retrieve new information [7]

One of the factors explaining students' academic achievement is meta cognition awareness. Bierd and Paris (1991) believes that meta cognition is awareness and self- control. Meta cognition awareness means self – recognition as a thoughtful being. This awareness plays an important role in precision, problem solving, self- control, self – study and behavior changing [22]. Using strategies and meta cognition awareness play the main role to progress learner's progression and use it [23].

Tomas (2003) conclude that learning processes and development of student's meta cognition are, in fact affected by socio cultural processes and structures of the classroom environment [26].

Therefore, considering meta cognition skills and processes related to the education and learning is very important. Thus, It is necessary individuals and everybody relating to education are educated such that can control and regulate their own learning based on planning and participate in the learning and education by self instruction. The students' meta cognition awareness are influenced by some various factors such as individual, environmental and educational factors, To grow students' awareness in this context, considering class psycho-social climate and the educational milieu of the class and its positive and negative consequences and the factors related to it is useful and valuable. Therefore, we wish that this research to increase our knowledge about the role of meta cognition strategies and skills and also the environmental and contextual factors influencing it are recognized.

2. Research Method

The research method is descriptive and of a correlation kind and in terms of objective is included in the functional researches. Considering meta cognition as an attribute variable can be related to the other factors such as age and academic base. Several variables have been considered to be homogeneity the comparison groups. To control the academic base only fifth grade has been selected and all members of the group are in the age range of 11 years. The statistical universe of this research includes all of fifth grade pupils (male and female) studying in 2012- 2013 in the state schools of district 2, Kerman. Given to the total size of the society including 3455 students, the sample size of the present research was considered 350 by using Cochran formulae and also Morgan Sample Size Determination Table. And for more assurance, 450 subjects completed the questionnaire. The multi-stage cluster sampling method was used.

3. Research Tools

1-Class Psychosocial Climate Inventory

To study the class psychosocial climate, the class psychological climate test (Fraser, Giddings and Mc Robbie, 1995) was used. This test has 20 items whose answers according to the three point`s Likert method are “never”, “sometimes” and “always”. This test has 4 subtest: conflict (friction), cohesion, discipline (task -orientation) and competition. Firstly, Fraser, Malon and Neale (1989) constructed this inventory to study the class psychological climate. After that, the other researchers (Goe, Young and Fraser, 1995) employed this inventory in the various cultures. this inventory has been translated into Persian and has been validated. Madad (2001) has reported the retest reliability coefficient 0/77 with time interval of two weeks for whole test and that of 0/60 to 0/68 for the subtests. Hossein Chari (2003) has reported reliability coefficient of 0/87 for whole test by using Cronbach alpha method and that of 0/79 to 0/81 for sub tests. Madad (2001) has also verified the test formal validity and has obtained the coefficients of 0/52 to 0/76 by using factor analysis showing its validity.

2- Meta Cognition Inventory

To measure the students' meta cognitive skills, Jr.MAI inventory version A belonging to Sperling et al has been used which is applied for the ages of 8-11 years. This is a self- reporting inventory with Likert scale. It evaluates meta cognition considering three levels of meta cognition knowledge and five meta cognition regulation skills. The inventory had 12 items with three choices for answering (never, sometimes and always) and each subject meta cognition point ranged from 12 through 36. According to Sperling et al (2001), the validity of inventory demonstrates an internal correlation between the test items. To measure the validity of the translated version of the related inventory, two methods have been used:

A) Obtaining professionals' point of view about the correctness of items and their coordination with variable scales; totally, considering the frequency of appropriate answers the correctness of inventory items was confirmed.

B) Performing the factor analysis on the data resulted from performing the inventory to study the structure validity; the results of this analysis show that 5 factors have a specific value higher than 1 and explain about %54 the measured variable variance. In the next phase, given to the Skray diagram two factors were rotated.

Studying the factor structure after varimax rotation shows that the first factor measures the meta cognition regulation (6 items have an appropriate factor load on this factor). The second factor measures meta cognition knowledge (6 items have a higher factor load on this factor). There is also a significant correlation between two factors: r=0/65. Totally, the results support the structure validity in the meta cognition inventory.

The reliability coefficient using Cronbach alpha method for 12 items of the questionnaire in the research sample was reported 0/69 showing the significant reliability of this inventory.

4. Results

In the first phase, to test hypothesis the simultaneous regression analysis was used to reveal the contribution of every variables related to the class psycho social climate and academic evaluation to predict the students' meta cognition awareness. Then Z- Fisher test was used to study the role of modulating academic evaluation and gender.

Table 1. Pearson correlation matrix between the variables studied in the sample

The results of Pearson correlation coefficient test showed that there is a direct and significant correlation between the class psychosocial climate and students' meta cognition awareness p<0.01, r=0.31, which can say, with 99% of confidence, increasing the point of class psychosocial climate increases the meta cognition point.

Hypothesis 1: the class psychosocial climate and academic evaluation are the predictors of meta cognition in the students.

Table 2. Regression variance analysis to predict students' meta cognition awareness through class psychosocial climate and academic evaluation

The results of the analysis and regression in the Table 2 show that critical value (f=5.59) with degrees of freedom (429 and 5) are significant in the expected level (0. 01). Therefore null hypothesis with probability of 99% is rejected and statistical hypothesis is approved. Considering the results obtained, it can be said that the class psychosocial components and academic evaluation are the students' meta cognition predictors. The multiple correlation coefficient (0.24) demonstrates 6% of meta cognition ability is predictable through the considered regression model. For this hypothesis, the value of egression coefficient (β) related to the class climate and academic evaluation components was calculated in predicting meta cognition.

Table 3. regression coefficient of the class psychosocial components and academic evaluation to predict meta cognition

As the above table shows the regression coefficient has been obtained for friction component (0.12), cohesion(0.14), discipline(0.05) and competition (0.06). Also, standard regression coefficient for academic evaluation (0.10) has been obtained. Given to the artificial coding for academic evaluation in which zero codes of 0 and 1 are related to the traditional evaluation and descriptive evaluation, respectively and considering to be positive standard regression coefficient (0.10), it can be said that the descriptive evaluation is associated to increasing the students' meta cognition ability.

Hypothesis 2: class psychosocial climate and academic evaluation are the predictors of meta cognition regulation in the students

Table 4. Regression variance analysis to predict students' meta cognition regulation through class psychosocial climate and academic evaluation

The results of regression analysis related to Table 4 show that the critical value (f=4/23) with degrees of freedom is significant in the level of 0/01. Therefore, null hypothesis is rejected by confidence of 99% and statistical hypothesis is approved. Hence, the regression obtained in the level of 0/01 and with confidence of 99% is significant. Considering the obtained result, one can say that the components of the class psychosocial climate and academic evaluation are the predictors of students' meta cognition regulation. The multi variant correlation coefficient (0/19) also shows that 4% of the ability for meta cognition regulation through the relevant regression model is predictable. We tested this hypothesis by calculating the value of regression coefficient (β) of the class psychosocial climate and academic evaluation.

Table 5. The regression coefficient of the class psychosocial climate and academic evaluation for predicting meta cognition regulation

As the above table shows the regression coefficients were obtained for the components of friction (0.11), cohesion (0.12), discipline(0.02) and competition (0.07). Also, the standard regression coefficient for academic evaluation was obtained 0.14. Considering to be positive the standard regression coefficient(0.14), one can say that the descriptive evaluation increases the students' meta cognition ability.

Hypothesis 3: The kind of academic evaluation in the relationship between the class psycho social climate and meta cognition awareness plays a moderating role.

To study the role of moderating academic evaluation in the relationship between the class psycho social climate and meta cognition, at first the correlations of two variables were calculated and then compared with z fisher test.

Table 6. Correlation coefficients between class psychosocial and meta cognition awareness in two evaluation groups (descriptive / traditional)

The correlation coefficient between the class psycho social climate and meta cognition in the traditional evaluation (r=0.17) and in the descriptive evaluation groups (r=0.268) have been obtained.

Table 7. result of z fisher test

Considering the above table and the value of z obtained (2.14), one can say that there is a significance difference between the correlations of the class psycho social climate and meta cognition in the traditional and descriptive evaluation groups. Therefore, the null hypothesis is rejected and the statistical hypothesis with probability of 95% is approved. As a result. one can accept that the kind of evaluation plays a moderating role in the relationship between the class psychosocial climate and meta cognition.

Hypothesis 4: Gender has a moderating role in the relationship between the class psychosocial climate and meta cognition.

Table 8. Correlation coefficient between the class psychosocial climate and meta cognition in the sample group based on gender

Considering the obtained results of the correlation calculation, the correlation coefficient between the class psychosocial climate and meta cognition in the male (r=0.29)and female groups (r=0.15) was obtained.

Table 9. the results of Fisher test to compare the correlation of class psychosocial climate and meta cognition in the sample groups of males and females

Given to the results of above table and the value of Z obtained (2.05), one can say that there is a significant difference between the correlation of class psychosocial climate and meta cognition in the males and females. Therefore, the null hypothesis was rejected and the statistical hypothesis with probability of 95% was approved. As a result, one can accept that gender plays a moderating role in the relationship between the class psychosocial climate and meta cognition.

5. Discussion

The students' meta cognition awareness can be predicted by the class psychosocial climate. These results are in accordance to [7,30,31,36].

The other finding related to this research hypothesis is that the academic evaluation predicts the students' meta cognition awareness. This finding indicates that the descriptive evaluation plays a positive role to create a sound psychosocial climate and without stress and anxiety in the class to which can predict better the students' meta cognition awareness..

If there is no stress and anxiety in the climate of class, there will be a dynamic and desirable situation and space to learn. Hence, the evaluation system of the class is an effective factor to do this. In his research [2] points out to a significant and positive relationship between class evaluation and learning climate. The multiple correlation coefficient between class psychosocial climate and academic evaluation was obtained by meta cognition regulation micro component (r=0.19). Therefore, 4% of ability the students' meta cognition regulation is possible, So these variables can be an appropriate predictor to the students ' meta cognition regulation which are consistent with [13,14,35,38] researches.

The class psycho social climate is a predictor for the micro component of meta cognition regulation such that the students can access the meta cognition regulation better if there is a more suitable and dynamic psychosocial climate in the class; in the other hand, they can obtain the ability to use meta cognition regulation to approach the cognitive objectives and effective learning. According to Vygotsky, scrow and the other meta cognition theorists and researchers, educating the self- regulation students requires a sustainable social and environmental conditions to motivate the meta cognition development [5]. For the micro components of the class psychosocial climate, the regression coefficient obtained for the integration component is more than the other components (0.12). The level of dependency and linkage between the students results in a more correlation and solidarity between them, the more strong and desirable relationships to each other and to the teacher, reducing friction and contact between the students that this kind of climate in the class as a social context greatly influences some learning variables such as meta cognition.

The academic evaluation is also a predictor of meta cognition regulation in the students. The descriptive evaluation accompanies with increasing the students' meta cognition regulation ability. Since in the previous researches it has been proved that the descriptive evaluation plays an important role to create an appropriate and desirable climate in the class, establishing a friendly environment and increasing interaction between the students; in the present research following the other researches, it has been approved that in the classes included the descriptive evaluation plan the students have a better performance in the meta cognition regulation which is a part of their meta cognition ability and learning.

The results showed that the kind of academic evaluation moderated the relationship between psychosocial climate and meta cognition awareness. This finding can be interpreted that the class psycho social climate has a more determinant role to predict the meta cognition of the descriptive group; the classes having a descriptive system have a more beneficial and calmer than the traditional system classes; in such a way the classes having descriptive evaluation system are of more integration and consolidate,, reducing the unhealthy competitive climate, more discipline and task-oriented, the less unfriendly behavior and an appropriate and desired psychosocial climate in the class. Therefore, given to this climate, increasing the meta cognition awareness and skills in the students and utilizing these skills and awareness by the students is more than the others and as a result influence the students ' learning. These findings are consistent with [39,24] researches. The relationships between the class psycho -social and meta cognition variables have been modulated by gender. It can be interpreted that the psycho- social climate in the male class is such that they have more acceptable meta cognition awareness than the female students. Speakingly, increasing the meta cognition awareness and skills and utilizing these skills by the males is significantly more than the females. So it can be observed that there is an appropriate and desired psychosocial climate, a linkage and correlation between the students, doing homework regularly and timely, reducing the unfriendly behavior and contact between classmates and healthy competition in the males is more than the females. Such a climate can provide a suitable context to grow and utilize the meta cognition awareness.

This finding is consistent with [5,19] researches. Kazemi concluded that the meta cognition components vary in the females and males and that the males have a higher average than the females. Also, the results of Amin Yazdi 's research demonstrated that the males' meta cognition skills is significantly more than those of the females among fifth grade pupils.

6. Conclusion

Given to the social learning theories assuming the relationship between the learner and environment is the basis of learning, a dynamic and desired psycho social climate in the class most likely results in increasing meta cognition skills and awareness in the students. Applying and usage of meta cognition awareness and skills necessary by the students results in their deep and consistent learning. Creating an appropriate climate in the classroom to establish such a context is very important. If there is a socially unhealthy climate in the class, the students will not meet the educational expectations and objectives. Therefore, creating a healthy, friendly and acceptable climate for the students, we should provide a context to grow meta cognition awareness and a better and higher learning and academic achievement. because a better and more learning of all learners and their academic achievement is the main objective of all educational systems. In the traditional evaluation system which is based on scoring, anxiety and stress in the students and competition to obtain a higher score is more than the other one. Therefore, this system is ineffective to create an appropriate climate in the class. In contrast, the descriptive evaluation system has been effective to reduce the students' anxiety level of school and exam.

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