Abstract

This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students’ critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance (MANOVAs) and a structural equation model (SEM) were used to analyze the data. The results indicated that high-level listeners were more aware of different factors of metacognition (i.e., person knowledge, problem-solving, and directed attention) and more intrinsically motivated to listen compared to average and low-level listeners. Further, complex structural relationships among students’ motivation, metacognitive awareness, and critical listening skills were found. The results showed that both intrinsic and extrinsic listening motivation were antecedents of students’ reported awareness of metacognition. The findings also suggested that metacognitive awareness mediated the relationship between motivation and critical listening skills.

摘要

本研究旨在就元认知意识，内在和外在的听觉动机与小一学生的批判性听力技能之间的关系提供更全面的看法。对649名讲荷兰语的六年级学生进行了严格的听力测试和不同的自我报告调查表。定量数据分析技术，包括一系列的单向方差多元分析（MANOVA）和结构方程模型（SEM），用于分析数据。结果表明，与普通和低级听众相比，高级听众更了解元认知的不同因素（即，人的知识，解决问题的能力和定向注意力），并且更有内在的动机去聆听。此外，学生的动机之间存在复杂的结构关系，发现了元认知意识和批判性听力技能。结果表明，内在和外在的听觉动机都是学生报告元认知意识的先决条件。研究结果还表明，元认知意识介导了动机与批判性听力技能之间的关系。