Differences In Metacongnition: A Comparison Of Literature Gifted And Literature Disabled First Graders Of A Senior Middle School

Metacognition is the self-planning, self-controlling, self-adjusting, and self-questioning of the learner's cognitive process based on the knowledge of his or hers which is composed of three elements, indluding metacognitive knowledge, metacognitive experience and metacognitive monitoring. To know metacognitive strategy enables the learners to meditate in a multi-dimension manner during the process of learning to apply various kinds of cognitive strategies and promote their learning efficiency. Learners with higher level of metacognition are always target-oriented and capable of self-control due to their outstanding capability of understanding. They can tackle the problems evolving from learning more easily, choose the appropriate methods, and get a better result in scores.This article explores the concrete differences in metacognition between literature gifted and literature disabled students and the effects of metacognition on literature studying with experimental method. Students were 61 first graders of a senior middle school. Metacognition included metacognitive knowledge,metacognitive experiences,and metacognitive plans, metacognitive monitoring skills and metacognitive regulating skills. Metacognitive regulating skills included metacognitive plans, metacognitive monitoring skills and metacognitive regulating skills.The results showed that:(1) Metacognition is one of the important factors in literature studying. There were significant differences between the two groups of students, literature gifted students performed better than literature disabled students in metacognition.(2) The two groups of students performed better in metacognitive knowledge, metacognitive monitoring skills and metacognitive regulating skills than in metacognitive experiences and metacognitive plan in the whole.(3) There were significant differences between literature gifted and literature disabled students on metacognitive knowledge, metacognitive experiences and metacognitive regulating skills. Metacognitive monitoring skill is a significant predictor in literature studying.