Abstract
This study was designed to examine the effects of two cognitive variables, the belief in cooperation， and task values on learning effects of MT by considering interactions between the variables and comparison with individual learning. The results indicated that the belief in cooperation, individual orientation and inequity had negative effects on the metacognition of developing teaching plans， whereas usefulness of cooperation had positive effects on metacognition and learning effects of MT. Moreover, regarding task values, interest/attainment values had positive effects on metacognition of developing teaching plans, whereas utility value had positive effects on the metacognition and learning effects of MT. Furthermore, it was indicated that cost had positive effects on the metacognition of developing teaching plans and learning effects of MT in students with high individual orientation and inequity. Also, positive effects of utility value on the metacognition of developing teaching plans increased in students with high usefulness of cooperation. These results demonstrate correlations between the learning effects of MT and learners’ psychological variables. Guidelines for developing effective methods for implementing MT are suggested.
https://ror.org/02vtn5444 
