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Volume 21, Issue 119 (10-2022)
Journal of Psychological Science 2022, 21(119): 2303-2316 |
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tanha Z. (2022). Effect of metacognition on personal epistemology with the mediating role of theory of mind. Journal of Psychological Science. 21(119), : 11 doi:10.52547/JPS.21.119.2303
URL: http://psychologicalscience.ir/article-1-1298-en.html
URL: http://psychologicalscience.ir/article-1-1298-en.html
Assistant Professor, Department of Psychology, Khorramabad Branch, Islamic Azad University, Khorramabad, Iran , tanha_zahra1986@yahoo.com
Abstract: (789 Views)
Background: Over the recent decades, personal epistemology or the nature of human knowledge with some concepts including metacognition and theory of mind, which emphasized that people interpret the behavior of others based on their own mental beliefs, inner intentions, thoughts, feelings, and beliefs, were considered by psychologists. In congruence with previous studies, there is a research gap in children's understanding of the nature of knowledge and the impact of metacognition and theory of mind on their epistemology.
Aims: This study aimed to investigate the effect of metacognition on personal epistemology with the mediating role of theory of mind or the examination of the inner intentions and, understanding of the cause of behavior, mind, thinking, belief, and knowledge in third to sixth-grade students.
Methods: This was a fundamental and descriptive-correlational study based on purpose and data collection, respectively. The sample consisted of 303 (101 boys and 202 girls) elementary students in the third to sixth grades of Khorramabad, Iran. They were selected by stepwise cluster sampling method. Participants responded to the metacognitive skills questionnaire (Sperling et al., 2001), Streenerman Mind Theory Test (1994), and the Children's Personal Epistemology Questionnaire (Tanha et al., 2019). Besides, data were analyzed using structural equation modeling.
Results: The results illustrated that the proposed model had a good fit with the data. Accordingly, the direct path of metacognition on the theory of mind and personal epistemology and the direct path of the theory of mind on personal epistemology were significant (p<0/01). Also, the indirect effect of metacognition on personal epistemology through mind theory was also significant (p<0/01).
Conclusion: Metacognition, mind theory, and personal epistemology have theoretical common dimensions. It seems conducting more extended field studies and clarifying more aspects of this relationship can have more practical applications in the educational setting
Aims: This study aimed to investigate the effect of metacognition on personal epistemology with the mediating role of theory of mind or the examination of the inner intentions and, understanding of the cause of behavior, mind, thinking, belief, and knowledge in third to sixth-grade students.
Methods: This was a fundamental and descriptive-correlational study based on purpose and data collection, respectively. The sample consisted of 303 (101 boys and 202 girls) elementary students in the third to sixth grades of Khorramabad, Iran. They were selected by stepwise cluster sampling method. Participants responded to the metacognitive skills questionnaire (Sperling et al., 2001), Streenerman Mind Theory Test (1994), and the Children's Personal Epistemology Questionnaire (Tanha et al., 2019). Besides, data were analyzed using structural equation modeling.
Results: The results illustrated that the proposed model had a good fit with the data. Accordingly, the direct path of metacognition on the theory of mind and personal epistemology and the direct path of the theory of mind on personal epistemology were significant (p<0/01). Also, the indirect effect of metacognition on personal epistemology through mind theory was also significant (p<0/01).
Conclusion: Metacognition, mind theory, and personal epistemology have theoretical common dimensions. It seems conducting more extended field studies and clarifying more aspects of this relationship can have more practical applications in the educational setting
Article number: 11
Type of Study: Research |
Subject:
Special
Received: 2021/06/12 | Accepted: 2022/07/19 | Published: 2023/01/9
Received: 2021/06/12 | Accepted: 2022/07/19 | Published: 2023/01/9
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)