Abstract
The present study aimed to examine the role of teaching styles as
moderator between meta-cognitive awareness and study habits among
male and female university students. Sample comprised of 400 university
students (200 male and 200 female) of age ranging from 18-25 years
taken from different universities of Islamabad and Rawalpindi. The
questionnaires used to assess study variables consisted of the Metacognitive Awareness Inventory (Schraw & Dennison, 1994) which
measured two-component model of meta-cognition including knowledge
and regulation of cognition, Study Habits Inventory (Wrenn, 1941) which
measures the study habits displayed by the students and Teaching Style
Questionnaire (Chen, 2008) measuring authoritarian style, democratic
style, laissez faire and indifferent teaching styles. Results showed that
meta-cognitive awareness was positively related with teaching styles and
study habits in university student. Results also indicated that metacognitive awareness positively predicted the study habits in university
students. Hierarchical regression analysis suggested that teaching styles
significantly moderates the relationship between meta-cognitive
awareness and study habits. Future implications of the study were also
discussed.
Mussarat Jabeen Khan, Seemab Rashid. (2018) Teaching Styles as Moderator between Metacognitive Awareness and Study Habits among University Students, Journal of Behavioural Sciences, Volume 28, Issue 2.
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