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首页> 外文学位 >Metacognition gets personality: A developmental study of the personality correlates of metacognitive functioning.
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Metacognition gets personality: A developmental study of the personality correlates of metacognitive functioning.

机译：元认知获得个性：元认知功能中人格相关性的发展研究。

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摘要

"Metacognition Gets Personality" is a study that was planned in three parts. At the time this study was conceptualized, there was an absence in the literature of a consistent means of assessing metacognitive functioning. Therefore, the first task was to design assessment measures. Accordingly, two instruments were constructed, pre-tested on a pilot sample and submitted to necessary changes. The two measures, a questionnaire to assess general knowledge about metacognitive activities (the Metacognitive Knowledge Assessment Questionnaire - MKAQ) and an interview schedule to facilitate a child's description of her metacognitive activities during a (cognitive) problem-solving task (the Metacognitive Interview - MI) were both submitted to assessments of their re-test and intrarater reliability and concurrent and external validity. Internal consistency coefficients were also obtained.; The second and central part of the study focused on the examination of an hypothesized link between metacognition and personality characteristics. Although authors (eg., Torgeson, 1977) have alluded to the connection for a long time, this is the first attempt to empirically establish a link and to attempt to define the nature of the association. A multivariate correlational design was used to test the strength of the correlation between the metacognitive measures and personality constructs such as state-trait anxiety, a people-pleasing coping style and impulsivity-reflectivity. The constructs were selected to be integrated within the construct of ego functioning. A measure of ego development was also included. Results suggested a weak link with ego development but a stronger link with aspects of ego functioning. From the pattern that emerged, it was concluded that metacognition is probably related to state rather than trait characteristics. As in a previous study (see Nandi, 1991), intelligence and maturation captured the largest part of the variance.; Finally, the third part of this study attempted to develop a model or guide for the understanding and future study of metacognition. This field includes many examples of creative investigations yet after 20 years it seems we are only fractionally closer to understanding what metacognition is, how it develops in the individual, how to predict when and how it will be used, or what interferes with its use. A heuristic is offered to integrate the results of past research and to point the direction for possible future studies. (Abstract shortened by UMI.)
机译：“认知获得个性”是一项计划为三部分的研究。在本研究被概念化之时，文献中没有一种评估元认知功能的一致方法。因此，首要任务是设计评估措施。因此，建造了两种仪器，对中试样品进行了预测试，并进行了必要的更改。这两项措施分别是用于评估有关元认知活动的常识的问卷（元认知知识评估问卷-MKAQ）和访谈时间表，以帮助儿童描述在解决（认知）问题时的元认知活动（元认知访谈-MI） ）均接受了重新测试和评估者内部信度以及并发和外部效度的评估。还获得了内部一致性系数。该研究的第二和中心部分集中于检验元认知与人格特征之间的假设联系。尽管作者（例如，Torgeson，1977年）已经暗示了很长时间，但这是从经验上建立联系并定义关联性质的第一次尝试。多元相关设计用于检验元认知测度与人格建构之间的相关强度，例如状态特质焦虑，令人愉悦的应对方式和冲动-反思。选择构建体以整合到自我功能构建体中。自我发展的量度也包括在内。结果表明与自我发展之间的联系较弱，但与自我功能方面的联系却更为紧密。从出现的模式中可以得出结论，元认知可能与状态有关，而不是与特质有关。如先前的研究（见Nandi，1991），智力和成熟度占据了方差的最大部分。最后，本研究的第三部分试图为理解和进一步研究元认知建立模型或指南。这个领域包括许多创造性研究的例子，但是在20年之后，我们似乎只是在某种程度上更接近了解元认知，元认知如何在个人中发展，如何预测何时以及如何使用元认知，或什么会干扰其使用。提供了一种启发式方法，以整合过去的研究结果并为可能的未来研究指明方向。 （摘要由UMI缩短。）

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  • 作者

    Baxt, Susan V.;

  • 作者单位

    Carleton University (Canada).;

  • 授予单位 Carleton University (Canada).;
  • 学科 Psychology Personality.; Psychology Cognitive.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 495 p.
  • 总页数 495
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 个性心理学（人格心理学）;心理学;
  • 关键词

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