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Metacognitive Skills as Predictors of Cognitive Failure

Received: 12 May 2017     Accepted: 22 May 2017     Published: 10 July 2017
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Abstract

This research aimed at identifying the levels of metacognitive skills (planning, monitoring, and assessment), cognitive failure, the differences in them according to specialisations (scientific college and literary college), and the predictive ability of metacognitive skills in detecting cognitive failure. The metacognitive skills questionnaire (MCSQ) and cognitive failure questionnaire (CFQ) were applied to 241 female students from Qassim University in Saudi Arabia. It was found that these students have high level of planning, low level of monitoring and assessment, and low level of cognitive failure. Next, it was revealed that there were statistically significant differences in planning and monitoring skills according to specialisations in favour of scientific colleges, and statistically significant differences in cognitive failure in favour of literary colleges. Also, cognitive failure could be inversely predicted by planning and monitoring.

Published in American Journal of Applied Psychology (Volume 6, Issue 3)
DOI 10.11648/j.ajap.20170603.11
Page(s) 31-37
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Cognitive Failure, Metacognitive Skills, Undergraduate Students

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Cite This Article
  • APA Style

    Salem Ali Salem Algharaibeh. (2017). Metacognitive Skills as Predictors of Cognitive Failure. American Journal of Applied Psychology, 6(3), 31-37. https://doi.org/10.11648/j.ajap.20170603.11

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    ACS Style

    Salem Ali Salem Algharaibeh. Metacognitive Skills as Predictors of Cognitive Failure. Am. J. Appl. Psychol. 2017, 6(3), 31-37. doi: 10.11648/j.ajap.20170603.11

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    AMA Style

    Salem Ali Salem Algharaibeh. Metacognitive Skills as Predictors of Cognitive Failure. Am J Appl Psychol. 2017;6(3):31-37. doi: 10.11648/j.ajap.20170603.11

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  • @article{10.11648/j.ajap.20170603.11,
      author = {Salem Ali Salem Algharaibeh},
      title = {Metacognitive Skills as Predictors of Cognitive Failure},
      journal = {American Journal of Applied Psychology},
      volume = {6},
      number = {3},
      pages = {31-37},
      doi = {10.11648/j.ajap.20170603.11},
      url = {https://doi.org/10.11648/j.ajap.20170603.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20170603.11},
      abstract = {This research aimed at identifying the levels of metacognitive skills (planning, monitoring, and assessment), cognitive failure, the differences in them according to specialisations (scientific college and literary college), and the predictive ability of metacognitive skills in detecting cognitive failure. The metacognitive skills questionnaire (MCSQ) and cognitive failure questionnaire (CFQ) were applied to 241 female students from Qassim University in Saudi Arabia. It was found that these students have high level of planning, low level of monitoring and assessment, and low level of cognitive failure. Next, it was revealed that there were statistically significant differences in planning and monitoring skills according to specialisations in favour of scientific colleges, and statistically significant differences in cognitive failure in favour of literary colleges. Also, cognitive failure could be inversely predicted by planning and monitoring.},
     year = {2017}
    }
    

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    AU  - Salem Ali Salem Algharaibeh
    Y1  - 2017/07/10
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    JF  - American Journal of Applied Psychology
    JO  - American Journal of Applied Psychology
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    AB  - This research aimed at identifying the levels of metacognitive skills (planning, monitoring, and assessment), cognitive failure, the differences in them according to specialisations (scientific college and literary college), and the predictive ability of metacognitive skills in detecting cognitive failure. The metacognitive skills questionnaire (MCSQ) and cognitive failure questionnaire (CFQ) were applied to 241 female students from Qassim University in Saudi Arabia. It was found that these students have high level of planning, low level of monitoring and assessment, and low level of cognitive failure. Next, it was revealed that there were statistically significant differences in planning and monitoring skills according to specialisations in favour of scientific colleges, and statistically significant differences in cognitive failure in favour of literary colleges. Also, cognitive failure could be inversely predicted by planning and monitoring.
    VL  - 6
    IS  - 3
    ER  - 

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Author Information
  • Department of Psychology, Qassim University, Buraidah, Kingdom of Saudi Arabia

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