Traditionally school is the place of acquisition of knowledge, know-how to do and know how to be, in order to render pupils blooming, autonomous and performance. But this idea seems inaccessible, for in our school environment numerous pupils who find difficulties in learning, be it on the employment of metacognitive knowledge as well as in their autonomy. It is this reality that inspires us to ask the main question in these terms: does metacognitive knowledge influence autonomy in the learnings of students? The answer to this question has helped to have the general hypothesis that follows: metacognitive knowledge influences autonomy in learnings of second cycle students of Ouro Tchede high school. As such, to support our hypotheses, we have convoke four theories: the theory of mental activity management, the theory of gaining of consciousness, the theory of identity building and the theory of auto determination. The method used is quali-quantitative. The questionnaire and interview guide had been used to respectively collect data from 195 selected students from the stratified sample technics and 07 teachers. Data collected had been treated with the help of SPSS software in its 20.0 version while their analyses is been done thanks to content analysis and simple linear regression test. At the end of the said analysis, metacognitive knowledge significantly influences autonomy in learnings of Ouro Tchede high school students.
Metacognitive knowledge, mental activity management, autonomy, learning, self-confidence, self-knowledge, Ouro Tchede
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