Cognitive Style (risk-caution) and its Relationship to Meta-memory

The aim of this study is to determine the relationship between cognitive style (risk-caution) and the meta-memory skills among the secondary school students in the South Hebron district. To achieve the goal of the study, correlational approach, cognitive style measurement (risk-caution) and meta-memory measurement were used. The study was conducted on 295 students (male and female). The findings revealed that both the cognitive style level (risk-caution) and the meta-memory skills level were moderate, and that there was a statistically significant inverse negative relationship between the cognitive style level score (risk-caution) and meta-memory skills scores. The findings also revealed that there were no statistically significant differences between the means of the cognitive style (risk-caution) and the means of meta-memory skills attributed to gender, but there were statistically significant differences due to the grade in favor of Grade 11. According to the findings of the recent study, it is critical to establish a program which can develop the meta-memory skills among students, particularly those with moderate or low achievement.

本研究旨在探究希伯伦南部地区中学生的冒险-谨慎型认知风格（risk-caution cognitive style）与元记忆（meta-memory）技能之间的关联。为达成研究目标，本研究采用相关研究法、冒险-谨慎型认知风格测量工具与元记忆技能测量工具。研究共纳入295名男女中学生作为受试对象。研究结果显示：其一，受试群体的冒险-谨慎型认知风格水平与元记忆技能水平均处于中等程度；其二，冒险-谨慎型认知风格得分与元记忆技能得分之间存在统计学意义上的显著负相关关系。此外，研究还发现，冒险-谨慎型认知风格与元记忆技能的均值在性别维度上未表现出统计学意义上的显著差异，但在年级维度上存在显著差异，且该差异偏向于11年级。基于本研究结果，制定可培养学生元记忆技能的相关方案尤为关键，尤其针对学业成就中等或偏低的学生。