Investigating the Structural Relationships between Cognitive and Metacognitive Dimensions with Physical Performance among Children
Introduction: The relationship between cognitive and metacognitive dimensions and children's performance in various areas, such as academic performance, has been extensively studied. However, the link between cognitive and metacognitive dimensions and children's physical performance has be...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | fas |
| Published: |
Kurdistan University of Medical Scienses
2024-07-01
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| Series: | روانشناسی و روانپزشکی شناخت |
| Subjects: | |
| Online Access: | https://shenakht.muk.ac.ir/article-1-1725-en.html |
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| Summary: | Introduction: The relationship between cognitive and metacognitive dimensions and children's performance in various areas, such as academic performance, has been extensively studied. However, the link between cognitive and metacognitive dimensions and children's physical performance has been largely overlooked.
Aim: The aim of the current research was to examine the structural relationships between cognitive and metacognitive dimensions with physical performance among children.
Method: This descriptive-correlational study utilized structural equation modeling. The study population comprised all male children in Tehran in 2021 who were enrolled in a football school. A sample of 129 children was selected through convenience sampling. Sustained attention was assessed using the Rapid Visual Information Processing Test (2010), working memory was evaluated with the Working Memory Capacity Test (1980), metacognitive dimensions (cognitive knowledge and cognitive regulation) were measured using the Schraw and Dennison Metacognitive Awareness Skills Questionnaire (1994), and physical performance was assessed with the short form of the Bruininks-Oseretsky Test (BOT-2). Data analysis was conducted using Pearson correlation coefficients and structural equations in SPSS version 20.
Results: The structural equations revealed that cognitive dimensions (attention and working memory) significantly influenced physical performance (gross and fine motor skills) (P<0.05). Moreover, there was a significant association between metacognitive dimensions (cognitive knowledge and cognitive regulation) and physical performance (gross and fine motor skills) (P<0.05).
Conclusion: The findings suggest that cognitive and metacognitive dimensions play a crucial role in children's physical performance. Therefore, implementing interventions and strategies to enhance cognitive functions and metacognitive awareness in children could greatly improve their physical performance |
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| ISSN: | 2588-6657 2476-2962 |