Motivation and passion for research in metacognition as predictors of distance learning efficiency: A study of gifted and non-gifted students’ responses

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Rami Taha Shehab, Rommel Al Ali, Shoeb Saleh

Abstract

Motivation is one of the most important factors that stimulate learning and achievement , and it has a prominent role in the success of the learning process. Metacognitive thinking is also influential in activating and directing behavior toward achieving goals. This study aims to reach the degree of availability of the motivation and passion for metacognition as predictors of distance learning efficiency. A quantitative survey approach is used in this study. Psychometric properties of the
developed scales were verified. The findings show a strong and mutual influence relationship between motivation and passion for metacognition. The results also reveal statistically significant differences between the average responses on both scales in favor of gifted students, third-year students, and the higher rate. The results also confirmed that there were no statistically significant differences between the averages of students’ responses on both scales due to their gender, academic branch, and
the learning platforms used

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