出版社：Australian Institutes for Educational Research
摘要：This study examined the mediating effects of quality learning on metacognitiveknowledge, metacognitive experience, and learning outcomes for a sample of 1274university students. Data were collected using the Quality Assurance Perception Questionnairefor Students (QAPQ-S), a self-report questionnaire designed to measure students’perceptions of quality learning in higher education. Metacognitive theory was used as theframework to build a research model with seven constructs which was analysed usingSmartPLS. The independent variables were metacognitive knowledge (resources, learningenvironment, curriculum) and metacognitive experiences (delivery and support, learningskills), quality learning was the mediating variable, and learning outcome was thedependent variable. The results showed significant relationships between learningoutcome and metacognitive experiences which are students’ perceptions of quality ofteaching and learning support given by a university. Quality learning partially mediatedthe influence of delivery and support on learning outcomes. Quality learning alsopartially mediated learning outcomes and curriculum, the process of perceiving andorganising new information in order to achieve learning outcomes in metacognitiveknowledge. Quality learning did not mediate learning outcomes and learningenvironment and there was no relationship with resources. Limitations and implicationsfor practice are also discussed.
