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Metacognitive Skills as Predictors of Cognitive Failure
American Journal of Applied Psychology
Volume 6, Issue 3, May 2017, Pages: 31-37
Received: May 12, 2017; Accepted: May 22, 2017; Published: Jul. 10, 2017
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Salem Ali Salem Algharaibeh, Department of Psychology, Qassim University, Buraidah, Kingdom of Saudi Arabia
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This research aimed at identifying the levels of metacognitive skills (planning, monitoring, and assessment), cognitive failure, the differences in them according to specialisations (scientific college and literary college), and the predictive ability of metacognitive skills in detecting cognitive failure. The metacognitive skills questionnaire (MCSQ) and cognitive failure questionnaire (CFQ) were applied to 241 female students from Qassim University in Saudi Arabia. It was found that these students have high level of planning, low level of monitoring and assessment, and low level of cognitive failure. Next, it was revealed that there were statistically significant differences in planning and monitoring skills according to specialisations in favour of scientific colleges, and statistically significant differences in cognitive failure in favour of literary colleges. Also, cognitive failure could be inversely predicted by planning and monitoring.
Cognitive Failure, Metacognitive Skills, Undergraduate Students
To cite this article
Salem Ali Salem Algharaibeh, Metacognitive Skills as Predictors of Cognitive Failure, American Journal of Applied Psychology. Vol. 6, No. 3, 2017, pp. 31-37. doi: 10.11648/j.ajap.20170603.11
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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