Metacognitive Thinking Level Amongst a Sample of Yarmouk University Students in the Light of Some Variables

Abstract

This study aimed at identifying the level of metacognitive
thinking amongst Yarmouk University students in the light of the
variables of: gender, university year, specialization, and academic
achievement level. The sample of the study consisted of (1102)
students: (514) males and (588) females, distributed over the four
years of the B. Sc. And B.A. programs, in the faculties of humanities
and science. To achieve the aim of the study, an Arabic version of
Schraw and Denison's (1994) metacognitive thinking scale was used.
The results of the study revealed that the sample of the study showed a
high level of metacognitive thinking at the total score level, and at the
level of each domain separately: cognition processing, regulation of
cognition and knowledge of cognition. The results also indicated that
there were statistical significant differences in metacognitive thinking
level, and in the cognition processing and regulation of cognition
domains due to the gender in the favor of females, and there were
statistical significant differences in metacognitive thinking level in all
domains due to the academic achievement in the favor of the high
achievers. The results also revealed that there were no statistical
significant differences in metacognitive thinking level due to the
university year level, and academic specialization, and there were
statistical significant differences in regulation of cognition due to the
academic specialization in the favor of humanities.