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DIFFERENCES IN METACOGNITIVE REGULATION SKILLS BETWEEN COMPETITION ATTENDING AND NON-ATTENDING UNDERGRADUATE STUDENTS
Abstract
Participation in competitions has numerous advantages on studentsВ’ psychological characteristics. Beyond the attractive rewards, attending competitions contribute to the development of social, cognitive skills and to the refining of metacognitive skills. Participation in contests promote the transformation of metacognitive skills: planning, time management, self-monitoring and evaluation of performance. The aim of the current study is the investigation of differences between metacognitive skills of students attending and not attending competitions. We applied the Metacognitive Awareness Inventory on attending and non-attending psychology undergraduate students in competitions at Babe?-Bolyai University, also recording their relevant demographical data. The design of this study is quasi-experimental, we formed groups according to the type of competition (science subjects, humanities, sports or arts) and their placements in the competitions. After analyzing our results with independent samples t-test, we discovered significant differences between the groups and we also revealed the types of competitions, which advance metacognitive regulation skills. Students who participated in science subject competitions have higher metacognitive awareness and metacognitive regulation skills than students who didnВ’t participate in competitions.
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