Mediating Role of Reflective Dialogue on Metacognitive Awareness and Student Engagement Among Elementary Teachers
DOI:
https://doi.org/10.5281/zenodo.20344176Keywords:
metacognitive awareness, reflective dialogue, student engagement, mediation analysis, elementary teachers, professional developmentAbstract
This study determined the mediating role of reflective dialogue in the relationship between metacognitive awareness and student engagement among elementary teachers in the San Roque District, Davao City. The study employed a quantitative non-experimental descriptive-correlational design with mediation analysis. A total of 108 elementary teachers from five public elementary schools participated through stratified random sampling. Data were gathered using validated survey instruments measuring metacognitive awareness in terms of metacognitive knowledge, metacognitive regulation, and task-specific metacognition; reflective dialogue in terms of critical self-reflection, peer feedback and interaction, and problem-solving through dialogue; and student engagement in terms of active participation, intrinsic motivation, and behavioral persistence. Mean, standard deviation, Pearson product-moment correlation, and Sobel mediation test were used to analyze the data. Results showed that teachers had very high metacognitive awareness and very high reflective dialogue, while student engagement was high. Significant positive relationships were found among metacognitive awareness, reflective dialogue, and student engagement. Reflective dialogue significantly and partially mediated the relationship between metacognitive awareness and student engagement, with approximately 44% of the total effect operating through the mediator. The findings imply that teacher metacognitive awareness becomes more strongly connected to student engagement when it is supported by structured reflective dialogue. Schools may strengthen professional development programs that integrate metacognitive training, peer feedback, collaborative reflection, and problem-solving dialogue to improve student engagement, particularly behavioral persistence.
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