University of Bahrain
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The Relationship between Reflective Thinking and Metamemory among Students at the Jordanian University

Show simple item record Alardah, Mohammad A. AlAsheeri, Hesham A. 2018-08-02T07:04:12Z 2018-08-02T07:04:12Z 2017-09-01
dc.identifier.issn 1726-3678
dc.description.abstract This study aimed to identify the relationship between reflective thinking and metamemory among students in the Jordanian university . To achieve the aims of this study, the researchers developed a scale of Reflective thinking, and another for Metamemory. The scales were applied to )396( students in the Faculty of Educational Sciences in the Jordanian University during the first semester of the academic year )2010/2011(. The results of the study showed that the estimation of the level of reflective thinking. and the level of metememory were high, in general. The results also revealed significant correlatis between the level of positively reflective thinking and the level of metamemory of the students. Significant differences were also registered in students’ reflective thinking skills due to the variables: gender; in which these differences were in favor of females, and academic level; in which the differences were in favor of third and fourth year students. Howwever, no significant differences were shown due to the variable of academic specialization. The results also revealed significant differences in metamemory as attributed to the academic level only in favor of the third and fourth year students, while no significant differences were evident according due to the variables of gender, and academic specialization. en_US
dc.language.iso ar en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject reflective thinking
dc.subject metamemory
dc.title The Relationship between Reflective Thinking and Metamemory among Students at the Jordanian University en_US
dc.title.alternative العلاقة بين التفكير التأملي وما وراء الذاكرة لدى طلبة الجامعة الأردنية
dc.type Article en_US
dc.volume 18
dc.issue 03
dc.pagestart 173
dc.pageend 213
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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