Achievement Motivation Theory: Metacognitive Motive Theory

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Bloom and Engelhart (1956) revealed that there were three factors influencing on students’ learning achievement including, cognitive domain namely students’ own background knowledge and skills, affective domain such as attitude on the subject, school and learning processes, interest, motivation, self-efficacy, self-esteem and teaching quality factors namely, instruction acknowledgement, participation in class activities, teacher’s sanction system and giving feedbacks (Bloom & Engelhart, 1956).
Achievement motive theory (McClelland, 1999) focuses on achievement motive rather than any other factors because he thought that it is the most important key for students to succeed in their study. Any student who has high achievement motive will have …show more content…

In the research, 89 teacher candidates were included in the experimental group and 48 teacher candidates were included in the control group. “Problem Solving Scale”, developed by Heppner and Peterson and adapted was used for acquiring the data about problem solving skills. “Metacognitive awareness scale”, developed was used for acquiring the data about metacognitive levels. At the end of the research, it was observed that the difference in the experimental group teacher candidates’ problem solving skills and metacognitive levels was higher than the control group and statistically significant. In their conclusion, they pointed out task-based social constructivist approach has positive effects on teacher candidates ' problem solving skills and metacognitive levels ( Erdal , Birsen & Bayram ,2012 …show more content…

Problem solving approach in mathematics has impacts on behavioural changes, students ' self-concept, self-esteem and social interactions in the learning environment (Shen ,Leon, Callaghan & Shen ,2007:274). Problem-solving approach (PSA) is only one type of a larger category of thinking skills that lecturers use to teach students how to think. Other means of developing thinking skills are problem-based learning, critical thinking skills, creative thinking skills, decision making, conceptualizing, and information processing (Ellis,

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