Cognizance, or the self-awareness individuals have of their cognitive processes, is a critical factor in adult learning and literacy, which are fundamental for personal and social development. This study aims to explore the psychometric properties of the instrument used and investigate how cognizance affects the academic achievement of new learners in literacy programs in Morocco. The research included 560 male and female learners, who were assessed using a cognizance scale designed for novice learners. The results showed significant correlations between cognizance and academic performance among these learners, indicating their ability to continue learning independently despite facing new challenges in learning to read, write, and do mathematics. This suggests that learners can overcome challenges through self-representation, self-regulation, self-adaptation, and understanding their abilities. This study has implications for improving education and developing programs to enhance cognizance and adult learning, as well as strategies to combat illiteracy. It also aims to deepen human understanding and enrich societies with knowledge and culture.
Al-AbadiN. F. M.AliH. A. (2020). Knowledge insight among university students. Diyala Journal of Human Research, 1(85).
2.
AlemanA.AgrawalN.MorganK.DavidA. (2006). Insight in psychosis and neuropsychological function meta-analysis. British Journal of Psychiatry, 189(3), 204–212. https://doi.org/10.1192/bjp.189.3.204
3.
AlersanS. R. (2017). Academic self-efficacy and problem-solving skills among Hail university students and the relationship between them in light of certain variables. Journal of Educational and Psychological Sciences, 18(1), 593–620. https://doi.org/10.12785/jeps/180118
4.
AmadorX. F.StraussD. H.YaleS. A.FlaumM. M.EndicottJ.GormanJ. M. (1993). Assessment of insight in psychosis. American Journal of Psychiatry, 150(6), 873–879. https://doi.org/10.1176/ajp.150.6.873
5.
BeckA.WarmanD. (2004). Cognitive insight theory and assessment. In XavierF. A.AnthonyS. D. (Eds.), Insight theory and psychosis awareness of illness in schizophrenia and related disorders. MY Oxford University Press.
6.
BoraE.ErkanA.KayahanB.VeznedarogluB. (2007). Cognitive insight and acute psychosis in schizophrenia. Psychiatry and Clinical Neurosciences, 61(6), 634–639. https://doi.org/10.1111/j.1440-1819.2007.01731.x
DemetriouA.KazaliE.KaziS.SpanoudisG. (2020). Cognition and cognizance in preschool predict school achievement in primary school. Cognitive Development, 54(23), Article 100872. https://doi.org/10.1016/j.cogdev.2020.100872
DemetriouA.KaziS.MakrisN.SpanoudisG. (2020). Cognitive ability, cognitive self-awareness, and school performance: From childhood to adolescence. Intelligence, 79(1), Article 101432. https://doi.org/10.1016/j.intell.2020.101432
11.
DemetriouA.KaziS.SpanoudisG.MakrisN. (2019). Predicting school performance from cognitive ability, self-representation, and personality from primary school to senior high school. Intelligence, 76(1), Article 101381. https://doi.org/10.1016/j.intell.2019.101381
12.
DemetriouA.MakrisN.KaziS.SpanoudisG.ShayerM. (2018). The developmental trinity of mind: Cognizance, executive control, and reasoning. Wiley Interdisciplinary Reviews: Cognitive Science, 9(4), Article e1461. https://doi.org/10.1002/wcs.1461
13.
DemetriouA.MakrisN.TachmatzidisD.KaziS.SpanoudisG. (2019). Decomposing the influence of mental processes on academic performance. Intelligence, 77(1), Article 101404. https://doi.org/10.1016/j.intell.2019.101404
14.
DemetriouA.SpanoudisG.KaziS.MouyiA.ŽebecM. S.KazaliE.ShayerM. (2017). Developmental differentiation and binding of mental processes with re-morphing g through the life-span. Journal of Intelligence, 5(2), 23.
15.
ElliotA. J.DweckC. S. (2005). Competence and motivation. In Handbook of competence and motivation (pp. 3–12). Guilford Publications.
16.
HarterS. (1988). Developmental and dynamic changes in the nature of the self-concept: Implications for child psychotherapy. In Cognitive development and child psychotherapy (pp. 119–160): Springer US.
17.
HarterS. (2008). The developing self. In Child and adolescent development: An advanced course (pp. 216–262). John Wiley & Sons.
18.
HornJ. L.McArdleJ. J. (1992). A practical and theoretical guide to measurement invariance in aging research. Experimental Aging Research, 18(3-4), 117–144. https://doi.org/10.1080/03610739208253916
19.
HuL. T.BentlerP. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
20.
JorgensenT. D.PornprasertmanitS.SchoemannA. M.RosseelY.MillerP.QuickC.Garnier-VillarrealM. (2018). semTools: Useful tools for structural equation modeling. R package version 0.5,1.
21.
KassawK.AstatkeM. (2017). Gender, academic self-efficacy, and goal orientation as predictors of academic achievement. Global Journal of Human-Social Science: Arts and Humanities – Psychology, 6(17), 54–65.
22.
KhabacheH. (2007). “A view over childhood by bridging the gap between pluralistic cognition and education sciences.” Journal of Arab Children (JAC)8.32: 73-102.
23.
KhabbacheH.Ait AliD. (2024). Neuroplasticity and cognitive development: Interdisciplinary perspectives on psychotherapeutic and educational approaches. Advances in Medicine, Psychology, and Public Health, 2(1), 1–4.
24.
KhabbacheH.OuaziziK.BragazziN. L.WatfaA. A.MrabetR. (2020). Cognitive development: Towards a pluralistic and coalitional model. Cosmos and History: The Journal of Natural and Social Philosophy, 16(2), 245–265.
25.
MarshH. W. (1990a). Self description questionnaire-I. Cultural Diversity and Ethnic Minority Psychology.
26.
MarshH. W. (1990b). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82(4), 623–636. https://doi.org/10.1037//0022-0663.82.4.623
27.
MarshH. W.MartinA. J.YeungA. S.CravenR. G. (2017). Competence self-perceptions. In Handbook of competence and motivation: Theory and application (pp. 85–115). Guilford Publications.
28.
MarshH. W.RelichJ. D.SmithI. D. (1983). Self-concept: The construct validity of interpretations based upon the SDQ. Journal of Personality and social psychology, 45(1), 173–187. https://doi.org/10.1037/0022-3514.45.1.173
29.
MarshH. W.RichardsG. E.BarnesJ. (1986). Multidimensional self-concepts: The effect of participation in an outward bound program. Journal of Personality and Social Psychology, 50(1), 195–204. https://doi.org/10.1037/0022-3514.50.1.195
RstudioR. T. (2020). Integrated development environment for R. RStudio. PBC.
33.
SchmittN.KuljaninG. (2008). Measurement invariance: Review of practice and implications. Human Resource Management Review, 18(4), 210–222. https://doi.org/10.1016/j.hrmr.2008.03.003
