Metamemory and Cognitive Flexibility among First-year University Students

Abstract

This study aimed to investigate the correlation between metamemory and cognitive flexibility among first-year university students at the Faculty of Educational Sciences and Arts, UNRWA. The study sample consisted of (224) students randomly selected from a population of (402). To achieve the objectives of the study, the researcher used two value scales, the first scale measures students’ metamemory and the second measures their cognitive flexibility. The results showed that students have a medium level of metamemory and cognitive flexibility. The results also revealed that there are statistically significant differences on all the items of the metamemory scale attributed to the variables of the students’ field of specialization and the type of stream in the general secondary school education and the AGP in favor of English language majors and the scientific stream and the highest AGP. However, the results showed that there are no statistically significant differences on all the items of the metamemory scale attributed to the variable of the student’s gender. Results also showed that there is a positive statistically significant correlation between the metamemory scale and students’ cognitive flexibility, the variables of their satisfaction as with regards to their metamemories, the memory strategies they use and their cognitive flexibility.