In a word, the concept of metacognitive awareness is a consequential component of advanced academic performance and effective learning。 And with the help of metacognitive processes, students are able to organize, monitor and modify their own cognitive performances and also, can shape their own learning more effectively (Schraw & Graham, 1997)。论文网

2。2 Academic motivation

2。2。1 The concept and classification of academic motivation

Keller (1983) pronounces, “Motivation refers to the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in this respect” (p。389)。 Deci and Ryan (2000) states, “Motivation concerns energy, direction, persistence and equifinality——all aspects of activation and intention。” Therefore, it can be said that motivations are something internal that cause inpiduals' activity, maintain and promote their activities towards a target。

Motivated inpiduals are goal-directed。 They are inspired to set their goals and have expectations about their successes。 During the process, they show persistence and have a strong desire。 They control themselves and make great efforts to obtain the goal。 They thrill to the activities that are necessary to achieve their goals and when any degree of successes are achieved, they are content with their achievements。 In other words, if one is motivated, he/she has motives for participating in the related activities, insists on the activities, tackles the tasks, shows desire to achieve the goal, enjoys the activities, etc。。。 Thus it can be seen that motivation reveals characteristics reflect cognitions, affects, and behaviors or behavioral intentions。 That is, motivation has cognitive, effective and conative characteristics, and the motivated inpidual demonstrates all facets(Gardner, 2005)。

Deci and Ryan (1985) made a classification of motivation according to the different reasons or goals that give rise to an action in their Self-Determination theory。 They came up with three categories: intrinsic motivation, extrinsic motivation and amotivation。 From which intrinsic motivation refers to the doing of an activity for its inherent satisfactions rather than for some separable consequences。 Extrinsic motivation suggests that a person does something for the sake of the outcome。 And amotivation means being he state of lacking an intention to do something。 (Ryan&Deci, 2000)

2。2。2 Studies on academic motivation 

Yu Ting (2016) defined academic motivation as a state of cognitive and emotional arousal that boosts learners to make efforts to achieve a series of targets over a period of time。 And recent research on academic motivation and academic achievement has arisen a widespread attention。 Biggs ( 1985) implied that intrinsic motivation was an important factor of the relationship between metacognitive approaches to learning and academic success。 Gottfried (1990) denoted that academic motivation among elementary and junior high school students had a positive correlation with students' achievement。 Moreover, Goldberg and Cornell (1998) conducted a study by using a structural equation model and found that intrinsic motivation affected perceived competence, which accordingly affected academic achievement。

To sum up, academic motivation, especially intrinsic motivation, is central to academic performance and achievement。 More significantly, as can be understood from the relevant literature, central to both metacognitive awareness and self-determination theory is the fact that searching for learners who learn effectively and self-consciously。 

2。3 Metacognitive strategies

2。3。1 The concept and classification of metacognitive strategies

Metacognitive strategy is an important part of learning strategy, and it is a kind of high order executive skill。 Different scholars in linguistics define metacognitive strategy from different views。 O'Malley & Chamot (1990) argues that metacognitive strategies are used by learners as active inpiduals to manage language learning through planning, selection, monitoring, and evaluation。 Wenden (1998) believes that metacognitive strategy is the examination and management of the learning process, and points out that planning, monitoring and evaluation are the three main contents of metacognitive activity management strategy。 Due to the definitions of metacognitive strategies that listed above, one can easily conclude that metacognitive strategies are those skills, approaches as well as actions which includes taking control of learning autonomously, selecting and planning strategies, monitoring the process of learning, correcting errors, evaluating the effectiveness of learning strategies, and changing learning behaviors and strategies to make the learners' learning be more efficient。