Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students

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dc.contributor.advisorLiu, Min, Ed. D.en
dc.creatorLee, Shih-tingen
dc.date.accessioned2010-06-01T15:14:06Zen
dc.date.accessioned2017-05-11T22:19:50Z
dc.date.available2010-06-01T15:14:06Zen
dc.date.available2017-05-11T22:19:50Z
dc.date.issued2009-12en
dc.descriptiontexten
dc.description.abstractThis study examined the relationships between metacognition, self-regulation and students' critical thinking skills and disposition in online Socratic Seminars for ninth grade World Geography and Culture students. Participants of this study came from six intact pre-AP (Pre-Advanced Placement) classes in a public high school in south central Texas in the United States. They were randomly assigned to two groups: a three class treatment group and a three class comparison group. Students in both groups received training on critical thinking skills, Internet security, "netiquette" and the technological tools involved in the online Socratic Seminars. The experimental group performed two metacognitive tasks. They assigned critical thinking tags in the discussion forum and wrote two structured reflection journals after they finished each of the two Socratic Seminar discussions, while the comparison group performed neither of the two metacognitive tasks. Both quantitative and qualitative data were collected for the data analysis. A multivariate analysis of covariance (MANCOVA) showed statistically significant effects of the two metacognitive tasks on students' self-regulation, but not on their critical thinking skills and disposition. The structure equation modeling analysis showed that self-regulation had significant relationships with students' critical thinking disposition, but not with students' critical thinking skills for both the experimental and the comparison groups. The structural equation modeling analysis also revealed an insignificant moderating effect of performing the two metacognitive tasks on the relationship between self-regulation and students' critical thinking. Qualitative data analysis triangulated results from the quantitative analyses.en
dc.description.departmentCurriculum and Instructionen
dc.format.mediumelectronicen
dc.identifier.urihttp://hdl.handle.net/2152/7556en
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectCritical thinkingen
dc.subjectMetacognitionen
dc.subjectSelf-regulationen
dc.subjectHigh school studentsen
dc.subjectOnline Socratic seminarsen
dc.titleExamining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies studentsen

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