Journal articles on the topic 'Metacognition'
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1
Jost, John T., Arie W. Kruglanski, and Thomas O. Nelson. "Social Metacognition: An Expansionist Review." Personality and Social Psychology Review 2, no. 2 (May 1998): 137–54. http://dx.doi.org/10.1207/s15327957pspr0202_6.
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In this article we review recent social psychological contributions to the metacognitive movement. It is argued that social psychologists have long contributed to the study of “thinking about thinking,” even though their work has not yet been recognized as metacognitive. The present “expansionist” survey suggests that the domain of social metacognition should include (a) beliefs about one's own mental states and processes as well as beliefs about those of other people, (b) momentary sensations as well as enduring folk theories, and (c) descriptive beliefs about how the mind works and normative beliefs about how it ought to work. The contents and origins of metacognition are inherently social; at the same time, metacognitions are comprised of cognitive elements and are governed by the principles and laws applicable to human thinking in general. Accordingly, whereas metacognitions about self-knowledge may be derived from different informational sources than metacognitions about other people, the processes whereby different types of metacognitions are formed, activated, and applied are essentially the same. Focusing on the social nature of metacognition and the profound relevance of cultural expectations on cognitive performance makes clear the benefits of systematically exploring the cognitive-social interface in reference to metacognitive phenomena.
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Obuca, Faruk, Orkun Aydın, Süleyman Çakıroğlu, and Pınar Ünal-Aydın. "The combined role of metacognition and mindfulness in social anxiety symptoms: A path model." Psihologija, no. 00 (2023): 13. http://dx.doi.org/10.2298/psi220729013o.
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Although social anxiety disorder (SAD) is widespread and associated with significant distress, its etiology is not yet fully explored. We aimed to examine how metacognitions and mindfulness interact with SAD symptoms. 531 college students were enrolled in this study. Participants completed the Liebowitz Social Anxiety Scale (LSAS), the Metacognition Questionnaire-30 (MCQ-30), and the Five-Facet Mindfulness Questionnaire (FFMQ). A path analysis was run to explore the associations between test variables. A positive correlation was found between metacognition and SAD symptoms, while mindfulness negatively correlated with SAD symptoms and metacognition. In the established path model, metacognition had an indirect effect on SAD symptoms, which is partially mediated by mindfulness. Our findings imply that metacognitions and mindfulness may influence SAD symptoms among young adults. Mindfulness seems to have a prominent role in regulating metacognition's effects on SAD symptoms. Therefore, interventions that accurately target these factors may alleviate the symptoms of this debilitating psychological disturbance.
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Kołodziejczyk, Agata, Julia Krawczyk, Elżbieta Tkaczyszyn-Mika, Julia Gniewczyńska, Michał Ziarko, Dorota Zozulińska-Ziółkiewicz, and Tomasz Pawłowski. "The Role of Metacognition in the Prediction of Depressive and Anxiety Symptoms in Chronically Ill Patients." Journal of Clinical Medicine 13, no. 5 (February 25, 2024): 1306. http://dx.doi.org/10.3390/jcm13051306.
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Introduction: Cancer, diabetes, and heart diseases are frequent causes of depression and anxiety. The study explored the metacognitive beliefs manifested by chronically ill patients and the presence of depressive or anxiety symptoms and the predictive role of metacognition in both. Methods: A total of 254 chronically ill patients participated in the study. The Metacognitive Questionnaire was used to measure the patients’ metacognitive beliefs, whereas the Hospital Anxiety and Depression Scale was applied to evaluate their psychopathological symptoms. A correlation analysis was performed to explore the relationships between metacognition and psychopathological symptoms. Regression analyses were conducted to examine the predictive role of metacognition in anxiety and depression. Results: The Negative Beliefs about Uncontrollability and Danger scale correlated with both anxiety and depression scales, and the Cognitive Confidence scale correlated with the depression scale. Linear regression analyses indicated that metacognitive beliefs were responsible for 32.2% of the variance of anxiety symptoms among all the chronically ill. Metacognitive beliefs accounted for 48.8% of the variance in anxiety symptoms and 36.6% in depressive symptoms among diabetes patients. Conclusions: There are specific correlations between psychopathological symptoms and metacognition among chronically ill patients. Metacognitions have a moderate role in developing and sustaining anxiety and depressive symptoms.
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Takarangi, Melanie K. T., Rashelle A. Smith, Deryn Strange, and Heather D. Flowe. "Metacognitive and Metamemory Beliefs in the Development and Maintenance of Posttraumatic Stress Disorder." Clinical Psychological Science 5, no. 1 (October 1, 2016): 131–40. http://dx.doi.org/10.1177/2167702616649348.
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Can metacognition increase trauma sufferers’ risk for developing and maintaining posttraumatic stress disorder (PTSD)? We assessed the role of a range of cognitive and metacognitive belief domains—including metamemory—on PTSD symptoms. Adult participants reported their existing meta/cognitions and lifetime exposure to trauma, then 12 weeks later, they reported meta/cognitions and PTSD symptoms in relation to new trauma exposure since the initial assessment. Participants with more PTSD symptoms held more problematic metacognitions than participants with fewer distress symptoms. Moreover, people who endorsed maladaptive metacognitions before trauma exposure were more likely to experience symptoms of PTSD after exposure. Metacognition predicted the maintenance of elevated PTSD symptoms over the 12-week delay. Our findings support the metacognitive model of PTSD and highlight the importance of metamemory, an understudied factor in PTSD research.
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Reeder, Clare, Teuta Rexhepi-Johansson, and Til Wykes. "Different Components of Metacognition and their Relationship to Psychotic-Like Experiences." Behavioural and Cognitive Psychotherapy 38, no. 1 (October 26, 2009): 49–57. http://dx.doi.org/10.1017/s1352465809990403.
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Background: Theories of the development of psychotic symptoms have suggested that metacognitive beliefs might play a part. However, studies offering supporting evidence have failed to distinguish between metacognitive beliefs about the consequences of having certain thoughts, and metacognitive beliefs about one's own cognitive skills. Aims: To distinguish metacognitive beliefs and investigate the extent of their association with psychotic-like experiences. Method: Participants were 60 healthy adults recruited primarily from two university campuses. Three measures of metacognition were administered: (i) Metacognitions Questionnaire (MCQ-30); (ii) Metacognitive Assessment Inventory; and (iii) Koriat General Questions Test; and two schizotypy questionnaires: O-Life and SPQ-B and data were analysed using an exploratory principal components analysis of the metacognition measures. Results: Three principal components were identified: (i) Beliefs about thoughts; (ii) Cognitive confidence; and (iii) Beliefs about cognitive regulation. Only the “beliefs about thoughts” component was significantly associated with the “psychotic-like experiences” factor, extracted from the measures of schizotypy. Conclusions: The finding supports theories suggesting that psychotic symptoms may be caused in part by negative metacognitive beliefs about thoughts. However, metacognition is a complex construct that is currently poorly understood.
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Gkika, Styliani, and Adrian Wells. "The impact of metacognitive beliefs and anticipatory processing on state anxiety in high socially anxious individuals in a speech task." Journal of Experimental Psychopathology 7, no. 4 (December 2016): 588–600. http://dx.doi.org/10.5127/jep.054916.
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The metacognitive model (Wells & Matthews, 1994) proposes that metacognitions (e.g., positive or negative beliefs about worry and thoughts) are involved in emotional disorders alongside perseverative thinking, such as worry. In social anxiety, worry about forthcoming social situations, termed anticipatory processing (AP), is considered an important maintaining factor (Clark & Wells, 1995), but a role of metacognition is less clear. This study investigated AP and metacognition in 80 high socially anxious individuals asked to engage in either AP or a filler task before delivering a speech. AP and higher uncontrollability/danger metacognitive beliefs were associated with greater state anxiety overall. Individuals with higher positive beliefs about worry experienced less of an increase in anxiety before the speech, but their anxiety persisted until after the speech, compared to individuals with lower beliefs. The results support an effect of metacognitions and are discussed in terms of the social anxiety model and its implications.
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Rhodes, Matthew G. "Metacognition." Teaching of Psychology 46, no. 2 (March 5, 2019): 168–75. http://dx.doi.org/10.1177/0098628319834381.
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Metacognition refers to a set of processes an individual uses in monitoring ongoing cognition so as to effectively control his or her own behavior. In this article, I discuss key frameworks for characterizing metacognition and describe approaches to measuring metacognition. Modern research in metacognition assumes that monitoring of cognition plays a causal role in self-regulation of cognitive processes, making it imperative that monitoring of cognition is accurate. Accordingly, I describe research on metacognitive accuracy and several factors that reliably impact metacognitive accuracy. I conclude by discussing emerging issues and approaches to teaching metacognition.
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Anggraheni, Fani Yunida, Kismiantini Kismiantini, and Ariyadi Wijaya. "Analysis of Metacognition Ability to Solve Mathematics Problem." Southeast Asian Mathematics Education Journal 13, no. 1 (June 21, 2023): 19–30. http://dx.doi.org/10.46517/seamej.v13i1.183.
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In this study, two components of metacognition were examined, namely metacognitive knowledge and metacognitive skills. This study aims to analyse the students’ metacognitive abilities based on predetermined indicators, by looking at the relationship between the performance of metacognition knowledge and metacognition skill. The study discovers that the students with low, medium, and high scores perform differently. The conclusion is that students who have metacognition knowledge do not necessarily have metacognition skills or abilities.
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Kochkorbaeva, Alina E., Ekaterina G. Denisova, and Irina V. Abakumova. "METACOGNITIVE CORRELATES OF SUBJECTIVE WELL-BEING OF UNIVERSITY TEACHERS IN BORDER REGIONS IN MODERN CONDITIONS." Вестник Челябинского государственного университета Образование и здравоохранение 24, no. 4 (December 13, 2023): 81–89. http://dx.doi.org/10.47475/2409-4102-2023-24-4-81-89.
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The article explores the relationship of metacognition characteristics with the components of subjective well-being of university teachers in border regions in modern conditions. In the introduction, the main theoretical concepts of metacognition and factors of subjective well-being are considered, the purpose of the study and the hy-pothesis are formulated. The sample of the study was 705 people (72% women) — teachers of higher educational institutions of the border regions (Donetsk and Lugansk regions). To study the characteristics of metacognition and well-being, the following methods were used: Shamionov R.M., Beskova T.V. Methods of diagnostics of subjective well-being of the person, the questionnaire “MCQ-30” by A.Wells, the method “Diff erential type of refl ection”, the questionnaire of self-assessment of metacognitive behavior by E.G. Denisova. According to the results of the cor-relation analysis, the presence of the relationship of the components of subjective well-being with the characteris-tics of metacognition was revealed. It is shown that the level of subjective well-being of residents of border regions in modern conditions is signifi cantly higher with a high level of development of metacognitive skills, systemic refl ection, supporting metacognitive schemes. Indicators that reduce the level of subjective well-being have been identifi ed. In particular, it was found that negative metacognitive patterns are most closely associated with a low level of subjective well-being. In conclusion, the conclusion is made about the signifi cant role of metacognitions in the formation and maintenance of the subjective well-being of residents of border regions in modern conditions.
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Ozturk, Nesrin. "A Pedagogy of Metacognition for Reading Classrooms." International Journal of Education and Literacy Studies 10, no. 1 (February 4, 2022): 162. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.162.
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Despite metacognition's profound effects in research classrooms, such research might have a very limited influence on mainstream classrooms. This may stem from a lack of comprehensive and practical pedagogy that classroom teachers can adapt for metacognition instruction as researchers do. To address this problem, this study developed a pedagogy of metacognition for reading classrooms (PMR) by the principles of grounded theory. Data were collected via document analysis and a PMR was constructed through a systematic and analytic review of its literature. A PMR consists of 7 dimensions, and these include fostering students' metacognitive knowledge, scaffolding students' strategic reading, encouraging students’ independence with strategic reading, assessing metacognition, adopting goal-directedness, integrating the language of thinking, and prolonging instruction. Regarding the nature of a PMR, this paper does not propose a new instructional method or technique; however, it describes a framework to support teachers' professionalism with metacognition instruction. Therefore, reading teachers can transfer beneficial research practices to their mainstream classrooms without making distinctive instructional alterations or expansive changes in their classrooms.
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Zorina, E. V., and N. A. Dmitrienko. "Мetacognitive thinking as a way of increasing personal effectiveness." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 103, no. 3 (2023): 58–61. http://dx.doi.org/10.18411/trnio-11-2023-133.
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Metacognitive thinking involves cognitive processes (e.g., idea generation); monitor and regulate cognition adaptively (e.g., evaluation of ideas and task performance, or development and selection of task strategies. Although metacognition is vital for effective human activity, the theoretical conceptualization of creative metacognition as a way to increase personal effectiveness has not yet been disclosed. This paper aims to trace the impact of metacognition on increasing personal effectiveness. Thus, this article proposes a systematic structure of metacognitive thinking based on the latest results in the theory of metacognition and expanding them taking into account the specifics of metacognitive thinking. Historical and theoretical understanding of the term ―metacognition‖ is taken into account and the relationship between ―metacognitive thinking‖ and ―personal effectiveness‖ is stressed in the article. The authors stated proposals for using person’s metacognitive potential in educational environment of technical university and professional activities. To meet the purpose of the study, the following scientific research methods were used: deductive, analyses, dialectical and historical.
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Kordigel Aberšek, Metka, Kosta Dolenc, and Domen Kovačič. "ELEMENTARY AND NATURAL SCIENCE TEACHERS’ ONLINE READING METACOGNITION." Journal of Baltic Science Education 14, no. 1 (February 20, 2015): 121–31. http://dx.doi.org/10.33225/jbse/15.14.121.
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A new generation of students should learn from e-materials on tablets, notebooks and smart phones. This consequently means that teachers must be competent to teach new literacies, needed for reading/learning from PDF texts, hypertexts and/or World Wide Web. The presented research investigated future teachers’ metacognitive awareness in the process of reading online texts. The sample of 53 2nd year students at the university study program Elementary education and 28 students of natural science and mathematics, pedagogical study, was tested with the OSORS, method for measuring three types of online metacognitive awareness: general reading metacognition, problem-solving reading metacognition and support reading strategies. The results give an insight into future teachers’ online metacognitive skills and guide toward conclusions concerning further investigation in the field of new literacies didactics. Key words: reading metacognition, linear text reading metacognition, online metacognition, informative and explicatory text online reading metacognition.
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Tampi, Wasti, ,. Subanji, and ,. Sisworo. "Proses Metakognisi Siswa dalam Pemecahan Masalah Aljabar Berdasarkan Taksonomi SOLO." Jurnal Matematika 7, no. 1 (June 10, 2017): 30. http://dx.doi.org/10.24843/jmat.2017.v07.i01.p80.
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This study describes the metacognition process of students in problem solving based on the SOLO taxonomy. This study used a qualitative approach with descriptive research. The results of this study suggest that the metacognition process of students that occurs in problems solving of algebra at the levels of unistructural, multistrucural, relational and extended abstract includes the process: metacognitive awareness, metacognitive evaluating and regulating metacognitive.
Keywords: problem solving, metacognition, SOLO taxonomy.
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Aurah, Catherine M., Setlhomo Koloi-Keaikitse, Calvin Isaacs, and Holmes Finch. "THE ROLE OF METACOGNITION IN EVERYDAY PROBLEM SOLVING AMONG PRIMARY STUDENTS IN KENYA." Problems of Education in the 21st Century 30, no. 1 (May 12, 2011): 9–21. http://dx.doi.org/10.33225/pec/11.30.09.
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Metacognition is an important dimension of problem solving because it includes problem-relevant awareness of one’s thinking, monitoring and regulation of cognitive processes, and application of heuristics. This study investigated the effect of Metacognition on problem solving among 150 students at Muraka Primary School, Kenya in June 2010. Students answered a 25-item self-report Metacognitive Awareness Inventory (MAI), and a 1-item multiple choice Problem solving questionnaire (PSQ). Data were analyzed using linear regression and ANOVA. Results indicated that metacognition is a good predictor of problem solving ability. Students showed significant differences in problem solving based on grade. There was also a significant difference in metacognition level based on grade. These results imply that metacognitive ability develops with age, such that the higher the grade levels the higher the metacognitive ability. Therefore, understanding the role of metacognition in children’s everyday problem solving may lead to the development of more effective instruction, by teachers, which incorporates metacognitive skills to help children improve in their problem solving skills and overall academic achievement. Key words: cognition, metacognition, problem solving.
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Kerndl, Milena, and Metka Kordigel Aberšek. "TEACHERS’ COMPETENCE FOR DEVELOPING READER’S RECEPTION METACOGNITION." Problems of Education in the 21st Century 46, no. 1 (October 1, 2012): 52–61. http://dx.doi.org/10.33225/pec/12.46.52.
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In recent years metacognition has emerged as a major focus of research interest in cognitive psychology. There has been a growing recognition that metacognition or self awareness including awareness of ourselves as learners helps us to learn more effectively. Also metacognition on self awareness of readers helps the reader to reconstruct a deeper understanding of a text, he is reading. Different kind of texts needs different reading strategies and consequently different ways of metacognitive thinking, which have to be developed in the frame of school curriculum. Literature curriculum should in this context develop reader’s reception metacognition. The article draws upon research currently being undertaken in Slovene schools on teachers’ competence to develop the readers’ reception metacognition of children as readers in schools. It presents the results of the study, where the lack of knowledge about reader’s reception metacognition and the lack of knowledge about the strategies for developing reader’s reception metacognition were established. The article also presents the results of teachers training course for developing reader’s reception metacognition on teacher’s competence for developing reader’s reception metacognition. Key words: horizon of expectation, metacognition, metacognitive thinking, reader’s reception metacognition, teaching competence.
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Thenmozhi, C. "Models of Metacognition." Shanlax International Journal of Education 7, no. 2 (March 17, 2019): 1–4. http://dx.doi.org/10.34293/education.v7i2.303.
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Thinking is a common process. Cognitive ability includes knowledge, memory and metacognition. Knowledge requires memory. These two are inextricably linked. Parents and teachers need to encourage children to take an active role in their learning and show them how to use what they know to the best advantage. Cognition is primarily a mental process. A successful theory of cognition would answer both the epistemological and biological questions. The purpose is to put forward a theory of cognition, that should provide an epistemological insight into the phenomenon of cognition. The concept of metacognition involves knowledge and control of self and control of the process. A metacognitive process consists of planning, strategies, knowledge, monitoring, evaluating and terminating. The Automation of Cognitive and Metacognitive Processes, Social and Emotional aspects of Metacognition, Domain General Versus domain specific Metacognitive Skills. Mata cognition, Intelligence and adaptive behaviour, Ann Brown distinguished between knowledge about cognition and regulation of cognition, Private Speech and Development of Metacognition is the models of metacognition.
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Aydın, O., F. Obuca, E. Çakıroğlu, P. Ünal-Aydın, and A. Esen-Danacı. "The evaluation of the effect of mindfulness and metacognition on anxiety symptoms: A case-control study." European Psychiatry 65, S1 (June 2022): S394—S395. http://dx.doi.org/10.1192/j.eurpsy.2022.998.
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Introduction Anxiety disorders (ADs) are pervasive, detrimental, and associated with numerous psychiatric disorders; however, their etiology and effective treatment strategies are not yet fully explored. Objectives We aimed to study whether the symptom severity of ADs is related to mindfulness and metacognition among adults. In addition, we wanted to compare metacognition and mindfulness between patients with ADs and healthy controls (HC). Methods Two hundred participants were enrolled in this study. Structured clinical interview, sociodemographic form, Five Facet Mindfulness Questionnaire-Short Form (FFMQ-S), Metacognition Questionnaire-30 (MCQ-30), and Hamilton Anxiety Rating Scale (HAM-A) were administered. Multivariate analysis of covariance (MANCOVA) was conducted to compare the groups in terms of mindfulness and metacognition. Correlation and multiple linear regression analyses were performed to measure the association between anxiety symptom severity, mindfulness, and metacognition. Results The main finding indicates that Positive Beliefs about Worry are associated with reduced symptom severity of ADs. Furthermore, the results suggest that HC have more Positive Beliefs about Worry and Nonjudging of Inner Experience compared to patients with ADs, who use Negative Beliefs about Uncontrollability and Danger and Need to Control Thoughts to a greater extent. Conclusions This study suggests that dysfunctional metacognitive beliefs may influence symptom severity of ADs among adults. We advise that focusing on reducing maladaptive metacognitions may be beneficial while treating ADs in adults Disclosure No significant relationships.
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Tabassum, Safoora, Saadia Dildar Hussain, and Sameera Shafiq. "METACOGNITIONS AND OBSESSIVE-COMPULSIVE SYMPTOMS IN OCD PATIENTS: MODERATING ROLE OF GUILT SENSITIVITY." Pakistan Journal of Social Research 05, no. 02 (June 30, 2023): 1037–49. http://dx.doi.org/10.52567/pjsr.v5i02.1216.
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Present research was designed to understand the connection between metacognitions and obsessive-compulsive symptoms, with guilt sensitivity as moderator in people suffering from obsessive compulsive disorder (OCD). A positive association among metacognitions, guilt sensitivity and obsessive compulsive (OC) symptoms was hypothesized. Moreover, guilt sensitivity would significantly play the role of moderator in the connection of metacognition and obsessive-compulsive symptoms. The research was carried out in two phases. Phase 1 comprised of translation of Guilt Sensitivity Scale (GSS, Perdighe, Cosentino, Faraci, Gragnani, Saliani, & Mancini, 2015) in Urdu by forward-backward translation method. In phase 2, sample of the study consisted of 105 OCD patients. Sample was recruited through purposive sampling technique. Metacognitive Questionnaire (MCQ-30) by Wells and Cartwright-Hatton (2004), GSS by Perdighe et al., 2015 and Obsessive-Compulsive Symptoms Checklist (OCSC) by Jabeen and Kausar (2010) was used. Findings of the study revealed that there is a significant positive relationship in metacognitions, guilt sensitivity and OC symptoms. Furthermore, results revealed guilt sensitivity moderated with positive beliefs, cognitive self-consciousness, and uncontrollability/dangerousness of metacognitions in OC symptoms. It was concluded that people using more metacognition and with heightened guilt sensitivity were found to have more severity of OC symptoms. Keywords: Guilt sensitivity, Metacognitions, OC symptoms.
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Diachkova, Valeriia. "DEVELOPMENT OF METACOGNITIVE SKILLS OF COLLEGE STUDENTS IN THE PROCESS OF LEARNING MATHEMATICS, TAKING INTO ACCOUNT NATURAL POSSIBILITIES." Baltic Journal of Legal and Social Sciences, no. 3 (October 11, 2023): 86–92. http://dx.doi.org/10.30525/2592-8813-2023-3-11.
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Abstract. This article examines the assessment of metacognition, which allows the teacher to consider the learning process, and helps to identify a lack of knowledge and inaccuracies in understanding the material. The general theory of metacognition and its assessment is analyzed, which allows to find practical approaches to metacognitive strategies using reflective methods. Metacognition enables the teacher to consider the learning process, identify the lack of knowledge and inaccuracies in understanding the material, and understand which metacognitive strategies should be used at one time or another. The theory of metacognition and evaluation allows finding practical approaches to metacognitive strategies. By monitoring the logical thinking of students, a metacognitive strategy for conducting classes with college students is selected. And also in this article we will also consider two components of a complex synthesis – the metacognitive concept and B. Bloom's taxonomy.
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Murni, Atma. "METAKOGNISI DALAM PEMBELAJARAN MATEMATIKA." Jurnal Prinsip Pendidikan Matematika 1, no. 2 (May 30, 2019): 1–14. http://dx.doi.org/10.33578/prinsip.v1i2.23.
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Metacognition is the students’ ability in learning that includes about how learning should be done, so that it can determine what already known and not known yet. Metacognition has two components: metacognitive knowledge and metacognitive skills. Metacognitive knowledge relates to declarative knowledge, procedural knowledge, and conditional knowledge. Metacognitive skills relate to planning, monitoring, and evaluation towards the completion of a particular task. Metacognition has three stages: (1) planning about what, how, and when to learn it; (2) monitoring of learning process that being carried out; and (3) evaluating of what has been planned, done, and the results of that process. Metacognition of students in mathematics learning can be arisen at every stage of mathematical problem solving: understanding the problem, devising a plan, carrying out the plan, and looking back.
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ÖZTÜRK, Nesrin. "The Relation of Metacognition, Personality, and Foreign Language Performance." International Journal of Psychology and Education Studies 8, no. 3 (July 25, 2021): 103–15. http://dx.doi.org/10.52380/ijpes.2021.8.3.329.
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Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.
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Pelton, Julie A. "Teaching about Learning: The Effects of Instruction on Metacognition in a Sociological Theory Course." Teaching Sociology 47, no. 4 (July 25, 2019): 325–38. http://dx.doi.org/10.1177/0092055x19861684.
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This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn. Data were collected over seven semesters using a pretest–posttest approach. Comparison of means showed that students who received metacognitive instruction did not differ significantly from a control group on strategy use, confidence, or motivation. Regression analyses show that metacognitive instruction did lead to greater use of metacognitive strategies. While instruction in metacognition did not produce all desired effects, this research illustrates the value of incorporating the science of learning in sociology courses.
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Barbato, Mariapaola, David L. Penn, Diana O. Perkins, Scott W. Woods, Lu Liu, and Jean Addington. "Metacognitive Functioning in Individuals at Clinical High Risk for Psychosis." Behavioural and Cognitive Psychotherapy 42, no. 5 (March 21, 2013): 526–34. http://dx.doi.org/10.1017/s1352465813000167.
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Background: Metacognition has been described as the knowledge of our own cognitive processes. Metacognitive deficits are common in schizophrenia, but little is known about metacognition before the onset of full-blown psychosis. Aims: This study aimed to longitudinally characterize metacognition in a sample of individuals at clinical high risk (CHR) for psychosis, and to determine if metacognition was related to later conversion to psychosis. Method: Participants (153 CHR individuals; 68 help seeking controls, HSC) were part of the large multi-site PREDICT study, which sought to determine predictors of conversion to psychosis. They were tested at baseline and 6 months using the Meta-Cognitions Questionnaire (MCQ) that has five sub-scales assessing different domains of metacognition. Results: Results of the mixed-effect models demonstrated significantly poorer scores at baseline for the CHR group compared to the HSC group in Negative beliefs about uncontrollability, Negative beliefs and the overall MCQ score. At the 6-month assessment, no difference was observed in metacognition between the two groups, but both groups showed improvement in metacognition over time. Those who later converted to psychosis had poorer performance on metacognitive beliefs at baseline. Conclusions: A poorer performance in metacognition can be seen as a marker of developing a full blown psychotic illness and confirms the potential value of assessing metacognitive beliefs in individuals vulnerable for psychosis.
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Wang, Guangming, Yueyuan Kang, Zicong Jiao, Xia Chen, Yiming Zhen, Dongli Zhang, and Mingyu Su. "Development and Application of Intelligent Assessment System for Metacognition in Learning Mathematics among Junior High School Students." Sustainability 14, no. 10 (May 21, 2022): 6278. http://dx.doi.org/10.3390/su14106278.
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Metacognition is one of the key factors that determine students’ mathematics learning and affects students’ sustainable development. Metacognition assessment has attracted more and more attention from researchers, but how to effectively assess and improve students’ metacognition is still unknown. Based on the theoretical basis and practical verification, a mathematics metacognitive intelligence assessment and strategy implementation system for middle school students was developed from both qualitative and quantitative perspectives. This system features the mix of an assessment structural model, assessment scales, a set of norms, improvement strategies and the intelligent assessment and strategy implementation program, which can intelligently output students’ mathematical metacognition level and propose targeted improvement strategies. Through the application of the system to 2100 students in Tianjin, China, the results show that the subjects have advantages in mathematical metacognitive knowledge and mathematical metacognitive management. The mathematical metacognitive experience needs to be improved. After intervening with the subjects, according to the improvement strategy provided by the system, it was found that their mathematical metacognition was improved, indicating that the system has a good effect.
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Kelly, Danielle, and David I. Donaldson. "Annual Conference 2015 paper Investigating the complexities of academic success: Personality constrains the effects of metacognition." Psychology of Education Review 40, no. 2 (2016): 17–23. http://dx.doi.org/10.53841/bpsper.2016.40.2.17.
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Metacognition refers to thinking about thinking, reflecting self-awareness about one’s cognitive abilities. Metacognition has long been considered a core element of academic success because higher metacognitive ability allows individuals to be efficient learners. In reality, however, developments in our understanding of metacognition have not been adequate to support changes in educational practice. Theoretical models typically focus on two facets; knowledge and regulation. Critically, these models do not consider how individual differences, such as personality, impact on learning – despite a robust body of research indicating that personality also influences academic performance. The current paper asks whether there is a relationship between metacognition, personality and academic success. To address this issue we carried out a pilot study exploring the hypothesis that metacognition and personality interact to influence academic success. One hundred and twenty-five university students completed the Metacognitive Awareness Inventory (MAI) and the NEO-Five Factor Inventory. Participants also provided demographic information including age, gender, year and area of study. Findings support the importance of both metacognition and personality for learning outcomes, but importantly, suggest a significant interaction between metacognition and conscientiousness. Our data provide a novel insight into the role of metacognition in successful academic performance: personality constrains the value of metacognition – only when students are high in conscientiousness does metacognition predict academic grades.
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Sharifzadeh, Elham, and Firooz Sadighi. "The relationship between metacognition and multiple intelligence of Iranian elementary and intermediate EFL learners and their reading comprehension." Contemporary Educational Researches Journal 13, no. 1 (February 27, 2023): 34–47. http://dx.doi.org/10.18844/cerj.v13i1.8751.
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This study aimed to investigate the relationship between metacognitive, multiple intelligence, and reading comprehension of elementary and intermediate EFL learners. To this end, the researchers recruited 60 elementary students of Hasanzadeh high school in grade 10th and 60 intermediate English learners from Bilan-Taymaz English institute in Kazeroun using the Oxford Placement Test. Afterward, the researchers administered the researcher-made reading comprehension test. Furthermore, the Multiple Intelligence Questionnaire and Metacognitions Questionnaire tests were conducted. Participants were asked to complete these questionnaires and to take the reading comprehension test through separate sessions on the Rubika app. The results revealed a significant relationship between the metacognition and reading comprehension of both elementary and intermediate EFL learners. Furthermore, there was a significant relationship between the multiple intelligences of Iranian elementary and intermediate EFL learners and their reading comprehension. According to the next results obtained through SPSS, the researchers found that there is a significant difference between the metacognition of the elementary and intermediate participants. The same result was obtained for multiple intelligence. Keywords: Iranian elementary EFL Learners, Iranian intermediate EFL learners metacognition, Multiple intelligence, Reading comprehension;
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Ozturk, Nesrin. "Social Opportunities or Barriers to Metacognition: A Case Study of Social Factors for Pre-Service Teachers’ Metacognition." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2331–44. http://dx.doi.org/10.12973/eu-jer.11.4.2331.
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<p style="text-align: justify;">This mixed method case study examined potential influences of social agents or immediate environments on individuals’ metacognition. Via quantitative methodologies, 122 pre-service teachers’ metacognition was measured by the Turkish Metacognitive Awareness Inventory, and metacognitive components did not show any variations across majors, locations of previous studies, the highest degree of education in the family, frequently communicated friends, and regions. Regression analyses revealed that friends were a significant predictor for metacognition. Also, focus group interviews were analyzed thematically via deductive codes regarding the theory of metacognition. Findings confirmed that friends may support individual metacognition at all levels, metacognitive knowledge, regulation, and experiences through cooperation, modeling, reflections, discussions, feedback, and peer evaluation. Pre-service teachers’ engagement on the social media may also support their regulatory strategies due to models’ task performances or by their reflecting upon those performances. Teachers and family may support metacognitive knowledge, specifically career goals via expectations, anecdotes, and experiences. On the other hand, schools and the Turkish culture may impose some limitations on the youth, and they may engage in reflection and self-questioning to manoeuvre negative experiences or conflicts. Thereby, cross-national and longitudinal studies are highly suggested to explicate the social foundations of metacognition.</p>
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Mohammadnejadi, Behjat, Arezoo Shamali Oskoei, and Mehran Soleimani. "Comparing the effectiveness of metacognitive therapy and the integration of metacognitive therapy with an evolutionary psychotherapy approach in reducing depression symptoms." Journal of Adolescent and Youth Psychological Studies 4, no. 2 (2023): 34–43. http://dx.doi.org/10.61838/kman.jayps.4.2.5.
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Background and Objective: Depression has been identified as the third leading cause of non-fatal global health loss in 2017, affecting more than 300 million people worldwide. The present study was conducted with the aim of comparing the effectiveness of metacognitive therapy and combining metacognitive therapy with an evolutionary psychotherapy approach in reducing depression symptoms. Methods: The data collection method is semi-experimental with pre-test-post-test and control group with two-month follow-up. The statistical population of the research includes women with depression. In the first stage, 45 women with depression were selected as the statistical sample of the study based on the available sampling method, and in the next stage, they were divided into three groups through a simple random sampling method. Metacognitive therapy (15 people), combining metacognitive therapy with evolutionary psychotherapy (15 people) and the control group (15 people) were included, and Beck's depression questionnaires (1961) were completed in three stages: pre-test, post-test and follow-up. Results: The results of the research showed that there was a significant difference between the depression scores in the two groups of metacognitive therapy and the combination of metacognition and developmental therapy, which was in favor of the group of metacognition and developmental therapy (p<0.05). The results also showed that there was a significant difference in depression scores between metacognitive therapy and the control group, which was in favor of the metacognitive therapy group (p<0.01). There was a significant difference in depression between the metacognitive integration and evolutionary therapy group and the control group (p<0.01). Finally, the results showed that metacognition therapy was effective in depression scores (p<0.01) and the combination of metacognition with evolutionary therapy was effective in depression scores (p<0.01). Conclusion: It can be concluded that metacognition therapy and the combination of metacognition with evolutionary therapy were effective in reducing the symptoms of depression. Also, the combination of metacognition and evolutionary therapy was more effective in reducing depression symptoms than metacognitive therapy.
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Dewi, Novi Ratna, Erna Noor Savitri, Prasety Listiaji, Luthfi Hanum Saputri, and Ida Dwijayanti. "DIAGNOSTIC TEST-BASED ASSESSMENT TOOL USING MOODLE TO MEASURE STUDENTS' METACOGNITIVE ABILITIES." PUPIL: International Journal of Teaching, Education and Learning 7, no. 2 (July 15, 2023): 65–76. http://dx.doi.org/10.20319/pijtel.2023.72.6576.
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As part of mindset, metacognition is one of the key indicators of 21st century skills. In this 21st century learning era, the need for metacognitive assessment tools is very important. This study aims to measure students' metacognitive abilities on science concepts using a Moodle based self-diagnostic assessment and know the correlation between students' metacognitive abilities and their learning outcomes. The research used quantitative methods with a sample consisting of 2 classes of students taking Basic Science Courses Data analysis of students' metacognition level based on evaluation results and correlation analysis of students' metacognition skills and learning outcomes. The result indicated that diagnostic test-based assessment tool using Moodle can be used to measure students' science metacognition abilities. The results also showed a significant correlation between metacognitive abilities and student learning outcomes. Diagnostics test using Moodle can be an alternative metacognitive assessment of the learning process and an opportunity to create a 21st-century skills assessment.
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Kontostavlou, Eirini Zoi, and Athanasios Drigas. "How Metacognition Supports Giftedness in Leadership." International Journal of Advanced Corporate Learning (iJAC) 14, no. 2 (December 8, 2021): 4–16. http://dx.doi.org/10.3991/ijac.v14i2.23237.
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Τhe purpose of this article is to investigate how metacognition supports giftedness in leadership. The concepts of metacognition, giftedness and leadership seem to be interrelated. The article attempts to explore new trends in understanding and development of giftedness. Research has shown that the concept of metacognition is inextricably linked to the concept of giftedness. Metacognition has an important role in the development of individuals, because it helps them to improve their cognitive and metacognitive skills. Metacognitive skills such as monitoring, self-regulation, awareness are higher skills that gifted individuals process to a high degree and through training can improve them even further. Moreover, the metacognitive skills of monitoring and adaptation can affect leadership skills. The metacognitive skills that are associated with leadership are self-awareness, regulation and monitoring. Therefore, if leadership is based on consciousness and giftedness then we will have higher leadership skills.
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Varghese, Mary. "Meta-Cognition: A Theoretical Overview." International Journal of Advance Research in Education & Literature (ISSN: 2208-2441) 5, no. 8 (August 31, 2019): 01–04. http://dx.doi.org/10.53555/nnel.v5i8.761.
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The recent developments in the field of education demands better pedagogical approaches and classroom practices. In recent years the concept of metacognition has emerged as a major focus of research interest in cognitive psychology. There has been a growing recognition that metacognition or self-awareness ‘including awareness of ourselves as learners, helps us to learn more effectively’. Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension and evaluating progress towards the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control. The article throws light on some of the important metacognitive strategies also.
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Dezhbankhan, Fariba, Diana Lea Baranovich, Nabeel Abedalaziz, and Soraya Dezhbankhan. "Impacts of Metacognition Management System (MMS) Training Course on Metacognitive Competencies." International Education Studies 14, no. 1 (December 26, 2020): 12. http://dx.doi.org/10.5539/ies.v14n1p12.
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Metacognition is one of the vital competencies to seize the opportunities and overcome the challenges of twenty-first century; however, there is no precise definition of metacognition and it is a fuzzy concept. While classic, descriptive and procedural models try to describe the nature and ingredients of metacognition, theoretical clarity in terms of better definition and representation of its components is needed. This study by adopting theoretical models of metacognition through the Plan-Do-Check-Act principles (as a management instrument) proposes a conceptual framework, “Metacognition Management System (MMS)” that consolidates components, functions, and processes of metacognition in a single window. Then, impacts of a multidimensional intervention designed based on the MMS concept (MMS Training Course) provided in 12 hours, on 31 students’ metacognitive competencies was investigated using quasi-experimental pre-test, post-test design. The large effect size (Partial η2 = .939, 95% confidence interval) implied that MMS training course has a statistically significant impact on metacognitive competencies. This study has implications for further theoretical and experimental researches on the configuration and application of the MMS as well as designing multidimensional metacognitive intervention.
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Ummayah, Fivi Fari Dhotul, and Novi Ratna Dewi. "Analysis of Students Metacognition Ability through Problem Based Learning Assisted by Worksheets on Environmental Pollution Material." Journal of Environmental and Science Education 1, no. 2 (September 29, 2021): 32–40. http://dx.doi.org/10.15294/jese.v1i2.45773.
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Metacognition ability is important for students to be able to organize and examine their thinking processes. In fact, the seventh-grade students of SMP Negeri 13 Semarang do not yet know their metacognitive abilities and teachers have not deliberately built students' metacognitive abilities in various lessons with certain strategies. Problem-based learning (PBL) has the potential to build students' metacognitive abilities. This study aims to analyze the profile of students' metacognitive abilities through PBL assisted by environmental pollution worksheets. This research is a mixed-method approach which refers to Sugiono with a sequential explanatory strategy. Quantitative data were obtained through tests, while qualitative data were obtained through a metacognition ability questionnaire. The sample used was class VIIB and was selected by purposive sampling. The results based on the test analysis showed that the VIIB students had the most level 3 metacognition ability with a percentage of 54% and based on a questionnaire reach 76%. Students with the level 3 metacognition ability are able to develop their thinking processes and have poor analytical power. Students with level 1 and level 2 metacognition abilities have not been able to develop their thinking processes and have poor analytical power. Students with level 4 and level 5 metacognition abilities are able to develop their thinking processes and have good analytical power. Student's responses analysis about PBL assisted by worksheets are in a good category. Learning with the right method is needed in building and developing students' metacognitive abilities for the better.
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Ozturk, Nesrin. "Revisiting Flavell’s Theory of Metacognition for Metacognitive Responsiveness." Kuramsal Eğitimbilim 17, no. 2 (April 15, 2024): 257–71. http://dx.doi.org/10.30831/akukeg.1232284.
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The theory of metacognition was innovative at the time for its promising practicality. However, research findings that pertain to inconsistencies in metacognitive trainings’ outcomes and mainstream classrooms’ adversities of metacognition practices have accumulated since then. These issues may highlight a need to revise metacognition theory. From a phenomenological perspective, this paper first describes the fundamental tenant of theory; thinking and whether thinking about thinking recognizes the nature of thinking. For individuals to manage their thinking, thinking should be stimulated first. Metacognitive responsiveness pertains to a conscious sensitivity towards a stimulus that might engage one into higher order thinking. Metacognitive responsiveness, thereby, may initiate attendance of attending higher order thinking in recognition of a stimulus. Thinking and metacognitive responsiveness pertain to personal relevance, attentiveness, interest, previous experiences, tools for thinking, features of tasks, and the nature of social interactions. In this sense, the stimulus should be designed or adapted to initiate each individual’s thinking or metacognitive responsiveness. This paper argues that the theory of metacognition needs a revision to embrace metacognitive responsiveness explicitly, and practical implications need to focus on materials to initiate metacognitive responsiveness for metacognitive development.
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Chen, Chen, Jianfen Wu, Yunpeng Wu, Xiaoyun Shangguan, and Hui Li. "Developing Metacognition of 5- to 6-Year-Old Children: Evaluating the Effect of a Circling Curriculum Based on Anji Play." International Journal of Environmental Research and Public Health 19, no. 18 (September 19, 2022): 11803. http://dx.doi.org/10.3390/ijerph191811803.
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Metacognition plays an important role in young children’s learning and daily life activities. Based on Anji Play, we designed a metacognition enhancement program named Circling Curriculum for Metacognition Training (CCMT). With a quasi-experimental design, we examined the effects of the CCMT program on the metacognition of 5–6 year old Chinese children. Two classes of 5–6 year old children were randomly assigned into an experimental group (n = 25, 10 girls, mean age = 65.92 months, SD = 3.58) and a control group (n = 22, 10 girls, mean age = 66.77, SD = 3.87). The experimental group received the three-month CCMT, while the control group received routine teaching activities without imposing any interventions. All children took the metacognition test before and after the intervention. Results indicated that (1) there was no significant difference between the experimental group and the control group in all dimensions of metacognitive ability in the pre-test; (2) the experimental group exhibited better metacognitive ability than the control group in most dimensions of metacognitive ability in the post-test; and (3) the gain scores in the metacognitive ability of experimental group were significantly higher than those of the control group. The results are very encouraging and suggest that CCMT can foster the development of the metacognitive ability of young children.
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Stephanou, Georgia, and Fotini Tsoni. "Effects of Metacognition on Performance in Mathematics and Language- Multiple Mediation of Hope and General Self-Efficacy." International Journal of Psychological Studies 11, no. 4 (October 3, 2019): 30. http://dx.doi.org/10.5539/ijps.v11n4p30.
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This study examined (a) students’ reported use of metacognitive knowledge (declarative, procedural, conditional) and metacognitive regulation (planning, monitoring, information management, evaluation) when they are doing school work or homework, and the effect of metacognition on school performance in language and mathematics and (b) the role of hope (agency thinking, pathway thinking) in general self-efficacy, in the impact of general self-efficacy on metacognition, and in the effect of metacognition on school performance. One hundred and sixty-five 5th and 6th grade students (83 boys, 82 girls), randomly selected from 10 state primary schools of various regions of Greece, participated in the study. Data gathered at the second school term of the total three terms. The results revealed that: (a) the reported frequency of use of metacognitive knowledge (mainly, conditional) and metacognitive regulation (mainly, monitoring) was at a moderate extent, (b) hope (predominately, pathway thinking) was a positive formulator of general self-efficacy and of its impact on metacognition, but the influential role of the two constructs differed between and within the components of metacognition, (c) the three sets of predictors had complementary and positive effects on school performance but their relative power in influencing it varied between mathematics and language and within each school subject, with agency thinking being the most powerful predictor and (d) general self-efficacy mediated the impact of metacognition on school performance, while hope had direct impact on school performance beyond that of metacognition and general self-efficacy. The findings are discussed for their practical applications in education and future research.
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Bigica, Marco, Chunxiang Jiang, Ilenia D’Onofrio, Zhishan Liu, and Chen Song. "123 Detrimental effects of acute sleep deprivation on perceptual metacognition." Sleep 44, Supplement_2 (May 1, 2021): A50. http://dx.doi.org/10.1093/sleep/zsab072.122.
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Abstract Introduction Sleep deprivation (SD) impairs cognitive performance but its impact on metacognition – i.e. the ability to introspect about cognitive performance – is less clear. A few studies have assessed metacognitive accuracy after acute sleep deprivation in tasks of executive functions and found no impairments. However, whether SD has no influence on metacognition of other cognitive domains such as perception has not been investigated. In this study, we examined how metacognitive accuracy in perceptual decision tasks is affected by 32 hours of sustained wakefulness. Methods 14 participants (3 males, aged 20-32) repeated four visual psychophysical tasks (orientation discrimination, two-flicker fusion, vernier acuity and a novel face/house discrimination in noise) at regular intervals during 32 hours of sustained wakefulness and once after 8 hours recovery sleep. In each task, we concurrently measured quantitative indices of perceptual threshold, confidence rating and metacognitive accuracy (i.e. how well confidence ratings discriminate correct vs incorrect perceptual judgements). Results We observed a gradual increase of perceptual threshold in all tasks with increased time awake. Furthermore, metacognitive accuracy gradually decreased during sustained wakefulness in all tasks. Specifically, the decrease in metacognitive accuracy was driven by over-estimated confidence in trials when participants made incorrect perceptual judgements. After recovery sleep, perceptual thresholds were reset to baseline for all tasks, while metacognitive accuracy was reset to baseline for the orientation discrimination and two-flicker fusion tasks only. Conclusion We showed that sustained wakefulness up to 32 hours increasingly impairs metacognitive accuracy in perceptual decision tasks. These results are consistent across different perceptual tasks, but are in contrast to previous studies showing preserved metacognition of executive functions after SD. Overall, this suggests that the fundamental mechanisms of perceptual metacognition may be similarly affected by sleep deprivation, but that SD selectively impacts different domains of metacognition, such as perceptual metacognition and metacognition of executive functions. Support (if any) MB - Cardiff University PhD Funding CS - Wellcome Trust 209192/Z/17/Z
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Han, Mihwa, Kyunghee Lee, Mijung Kim, Youngjin Heo, and Hyunseok Choi. "Metacognitive Rating Scale: A Study Applying a Korean Translation to Individuals with Schizophrenia." International Journal of Environmental Research and Public Health 18, no. 13 (June 25, 2021): 6853. http://dx.doi.org/10.3390/ijerph18136853.
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Metacognition is a higher-level cognition of identifying one’s own mental status, beliefs, and intentions. This research comprised a survey of 184 people with schizophrenia to verify the reliability of the metacognitive rating scale (MCRS) with the revised and supplemented metacognitions questionnaire (MCQ) to measure the dysfunctional metacognitive beliefs of people with schizophrenia by adding the concepts of anger and anxiety. This study analyzed the data using principal component analysis and the varimax method for exploratory factor analysis. To examine the reliability of the extracted factors, Cronbach’s α was used. According to the results, reliability was ensured for five factors: positive beliefs about worry, negative beliefs about uncontrollability and danger of worry, cognitive confidence, need for control, and cognitive self-consciousness. The negative beliefs about uncontrollability and danger of worry and the need for control on anger expression, which were both added in this research, exhibited the highest correlation (r = 0.727). The results suggest that the MCRS is a reliable tool to measure the metacognition of people with schizophrenia.
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Safitri, Meilani, Nunuk Suryani, Asrowi, and Sukarmin. "Validity of Metacognitive Awareness Inventory as A Measuring Tool for Metacognitive Ability in Mathematics Problem Solving." Journal of Law and Sustainable Development 12, no. 1 (January 5, 2024): e2246. http://dx.doi.org/10.55908/sdgs.v12i1.2246.
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Purpose: The purpose of this study was to explore various theories about metacognition, especially the measurement of metacognition using the Metacognition Awareness Inventory (MAI) and its relation to problem solving. The goal of this research is to describe the validity of the metacognition ability instrument in solving mathematical problems that require metacognition awareness. Theoretical Framework: Problem solving is an essential part of the mathematics learning process. Metacognition becomes an important issue along with the trend of 21st century learning. Metacognition is important in achieving student cognitive learning outcomes, specifically in increasing the effectiveness of learning strategies. Many methods have been used to assess metacognition, including questionnaires, interviews, analysis of thinking-aloud protocols, observations, awareness-raising tasks, diaries, and autobiographies. The Metacognition Awareness Inventory is one tool for determining the level of student metacognition (MAI). Method: Various studies related to metacognition have been carried out. This is a descriptive leather research to assess and obtain a valid quality instrument to characterize metacognitive ability in solving mathematical problems. Five Evaluation Experts in Mathematics Education validated the instruments. Expert judgment is used to validate constructs using the Objective Concruence Index assessment. MAI are also empirically validated by using 157 high school students as respondents. Results: According to the results and research findings, MAI has eight indicators: 1) declarative knowledge, 2) procedural knowledge, 3) conditional knowledge, 4) planning, 5) information management, 6) monitoring, 7) debugging, and 8) evaluation. Cronbach's alpha = 0.671) was declared reliable for measuring students' metacognitive awareness. To obtain a truly valid instrument, several points of the MAI statement on the components must be improved: (1) procedural knowledge; (2) planning; and (3) information management. Furthermore, performance assessment through student activities or activities during learning is required to confirm MAI results and students' metacognitive knowledge. Conclusions: MAI meets the construct validity criteria, especially in terms of content validation and internal consistency (reliability), by maintaining 51 statements from the original questionnaire. Overall, MAI that has been compiled is valued valid and reliable to be used as a metacognition assessment instrument in solving mathematical problems. It can be concluded that the MAI is a valid instrument in measuring metacognition in problem solving.
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Samuel, Naomi N. C., and Ifeoma G. Okonkwo. "Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria." Education Research International 2021 (August 7, 2021): 1–7. http://dx.doi.org/10.1155/2021/6698808.
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This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students’ academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control.
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Wang, Haoran. "How People Learn: Cognitive Monitoring." Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 96–101. http://dx.doi.org/10.54254/2753-7048/6/20220189.
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Metacognition is the cognition of cognition. Metacognition is like an observer who is always watching the process of his or her learning, the cognitive process for any problems and errors. This article focuses on the study of metacognitive monitoring as one of the learning processes used to improve student learning. The article elaborates on how metacognitive learning is used to acquire knowledge through progressive learning, critiques the questionable practice of metacognitive learning, and provides a comparative analysis with other learning styles. An in-depth study of metacognition can help further correct and optimize our thinking styles and outcomes and is an essential advancement in our knowledge learning.
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Sun, X., C. Zhu, and S. H. W. So. "Dysfunctional metacognition across psychopathologies: A meta-analytic review." European Psychiatry 45 (September 2017): 139–53. http://dx.doi.org/10.1016/j.eurpsy.2017.05.029.
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AbstractBackground:Dysfunctions in metacognition have been reported in individuals with anxiety disorders. Although recent studies have examined metacognition in other disorders, how dysfunctional metacognition compares across disorders is not clear. This review aimed to ascertain the importance of dysfunctional metacognition in various psychopathologies, and to identify similarities and differences in metacognitive profiles across disorders.Methods:Forty-seven studies were selected from 586 articles published between 1990 and August 2015, including a total sample of 3772 patients and 3376 healthy individuals. Studies that measured metacognition using the Meta-Cognitions Questionnaire (MCQ) and its variants were included. We conducted five meta-analyses including 49 to 55 effect sizes, comparing psychiatric patients to healthy individuals on respective metacognitive dimensions of the MCQ.Results:We found elevated metacognitive dysfunctions in patients, as a group, on all MCQ dimensions. Group effects were large and robust for the two negative beliefs (i.e., beliefs about the uncontrollability and danger of thoughts, and beliefs about the need to control thoughts), and moderate and unstable for the positive beliefs. Patients showed decreased cognitive confidence and heightened cognitive self-consciousness on moderate to large levels. Moderator analyses revealed that negative beliefs about uncontrollability and danger of thoughts were most prevalent in generalized anxiety disorder, whereas heightened cognitive self-consciousness was more characteristic in obsessive-compulsive disorder. Generalized anxiety disorder, obsessive-compulsive disorder and eating disorders manifested more similar metacognitive profiles than other disorders.Conclusions:Our findings supported dysfunctional metacognition as common processes across psychopathologies, with certain dimensions being more prevalent in particular disorders.
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Katz, Noomi, and Adina Hartman-Maeir. "Occupational Performance and Metacognition." Canadian Journal of Occupational Therapy 64, no. 2 (June 1997): 53–62. http://dx.doi.org/10.1177/000841749706400201.
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This paper provides definitions of the concept of metacognition and explores its relationship to occupational performance. Metacognition is divided into two components: awareness and exec utive functions. Assessments of awareness and executive functions are reviewed, treatment guidelines for metacognitive deficits are delineated, and research findings related to clients with neurological dysfunctions are summarized. Finally, the importance of integrating metacognitive components into occupational therapy theory and practice is emphasized.
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Lianguzova, V. "Personality and features of metacognition and perception of everyday life." European Psychiatry 64, S1 (April 2021): S442. http://dx.doi.org/10.1192/j.eurpsy.2021.1180.
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IntroductionIn our study, we aimed to understand how an individual perceives everyday life, as well as, which role the features of metacognitions and personality play in this process. Everyone is immersed in society and therefore exposed to external influences. Attention has already been focused on the relationship between metacognition and social context. “Internal orientation” depends largely on our personal and family history, socio-economic situation, group membership, and cultural context.ObjectivesThe sample consisted of 30 participants (women and men, M=25,7, Sd=3,6), selected by the criterion of personal interest in this research.MethodsThe study consisted of several stages. The first stage was devoted to the theoretical analysis of everyday life in modern psychology. The data were processed using descriptive qualitative analysis using the phenomenological method, where we identified categories (Central topics) among the participants ‘ responses. To study the features of metacognition, we selected methods for assessing metacognitive involvement in awareness of internal activity, as well as metacognitive beliefs. The metacognitive awareness inventory questionnaire (MAIL) (Schraw & Dennison, 1994) in adaptation (Karpov & Skiteva, 2005) allows you to assess the level of metacognitive engagement, answer the question about the level of metacognitive awareness of the participant.ResultsPearson correlation is revealed a significant relationship between MAI and cognitive self-consciousness (p=0.003), positive beliefs (p=0.002), and needs of controling the thoughts (p=0.076).ConclusionsOur research opens the study of the subjective dimensions of person-situation-activity and offers a way of linking research on personality with research on the social processes whereby persons conduct their everyday lives.
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Labak, Irena, Ivona Maruncek, and Senka Blazetic. "Biology teaching that develops the metacognitive aspect of learning: How to learn competence." Journal of Education and e-Learning Research 11, no. 1 (February 16, 2024): 113–27. http://dx.doi.org/10.20448/jeelr.v11i1.5395.
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Higher-order thinking and metacognition are closely related and are part of learning to develop competence. The goal of this research was to determine the practice of teaching biology that develops metacognition and evaluate whether teachers require specific professional training for this purpose or if broader cognitive-focused training can also enhance metacognitive development in students. The original Teaching Observation Form (TOF) has been adapted for research objectives. A survey was designed to capture the subjective perspectives of 292 students and their teachers regarding metacognition development. Additionally, the research involved six biology teachers who were professionally trained in a program focused on higher-order thinking. The survey results indicate a self-assessed good teaching practice for the development of metacognition. However, analysis of the first lesson's video recordings showed that some components had been eliminated from biology classes which hindered students' ability to develop metacognition. Although higher-order thinking and metacognition are interconnected phenomena, professional development training focuses solely on higher-order thinking whose impact we established through analysis of other lessons does not induce the necessary positive changes for the comprehensive development of metacognition in students. In a nutshell, explicit professional development programs aimed at fostering metacognitive awareness among teachers need to be designed. These programs should instruct teachers on how to model the development of metacognition in students through their teaching.
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Rimun, Jennifer Cristy, and Mateus Yumarnamto. "Metacognition in ELT writing: Teacher’s facilitation and students’ strategies." Englisia: Journal of Language, Education, and Humanities 11, no. 2 (April 30, 2024): 91. http://dx.doi.org/10.22373/ej.v11i2.20563.
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Metacognition is central in understanding learning processes in the classroom, especially in the context of EFL writing. This study explores how an English teacher facilitated the mastery of metacognition strategies used by students in English writing classes, metacognitive strategies used by the students, and the impact of metacognitive strategies on students’ writing. The subjects were 17 eleventh grade students enrolled in the social program and their English teacher (one teacher) at a private school in Surabaya. The data were collected from students’ writing works, observation, and interviews. The data were coded and analyzed further by using thematic analysis. The findings reveal that the teacher played a role in fostering the mastery of metacognition skills in an English writing class by providing students with background knowledge, monitoring their progress, and encouraging an awareness of future tasks. With these types of facilitation, students could enhance their metacognitive strategies, such as using personal styles, planning, and self-evaluation. The findings show the importance of metacognition to promote students' awareness, self-regulation, and reflection. The findings imply that writing pedagogy should also involve in developing metacognition by means of effective teachers’ facilitation.
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Sulistyowati, Titis, Januarius Mujiyanto, Dwi Rukmini, and Rudi Hartono. "The Influence of Socio-Affective Learning and Metacognition Levels on EFL Listening and Speaking Skills in Online Learning." International Journal of Learning, Teaching and Educational Research 21, no. 10 (October 30, 2022): 436–56. http://dx.doi.org/10.26803/ijlter.21.10.24.
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This research studied the possibility of applying socio-affective instruction in online learning in Indonesia during the pandemic. The main objectives of this study were to investigate how Socio-Affective Instruction (SAI) and metacognition levels affected the students' listening and speaking proficiency and to investigate students’ perceptions. This was experimental research with one group using a pre- and a post-test. The research sample was 41 students, with a total population of 84 students. The instruments were speaking and listening tests, metacognitive awareness questionnaires, and open-ended questionnaires. The non-parametric test was used to analyse the quantitative data, and Open Code was used to synthesize the student perceptions. The result reported significant differences between the listening and speaking pre- and post-test, indicating that SAI significantly influenced students' listening and speaking proficiency. Students with high metacognition showed a significant difference in listening and speaking proficiency, indicating metacognition's significant influence on listening achievement compared to speaking. The perceptions revealed that students valued a comfortable environment during online learning. However, online learning caused learning collaboration to have many disadvantages. The metacognition level contributes significantly to students listening proficiency. In conclusion, although the SAI was applied to enhance collaboration, students tended to work individually. On the contrary, metacognition did not influence students' speaking proficiency because students cooperated well and were much influenced by peer assistance.
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Zhang, Jing, Yu Zhou, Bin Jing, Zhongling Pi, and Hongliang Ma. "Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students." Journal of Intelligence 12, no. 6 (May 31, 2024): 55. http://dx.doi.org/10.3390/jintelligence12060055.
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This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students’ mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students’ computational thinking and enhance their mathematical modeling skills.
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Gutiérrez de Blume, Antonio P., Diana Marcela Montoya Londoño, María Eugenia García Gómez, Andrea Milena Osorio Cárdenas, and Liliana González Benítez. "Exploring the relation between parenting style and children’s self-concept and subjective and objective metacognition." Latinoamericana de Estudios de Familia 13, no. 2 (July 1, 2021): 11–37. http://dx.doi.org/10.17151/rlef.2021.13.2.2.
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Objective. To examine the relationship between parenting styles (of mothers and fathers), children’s self-concept, and subjective and objective measures of metacognition, and to investigate whether self-concept and parenting style predicted metacognition. Methodology. A convenience sample of 196 students who belong to an official educational institution was used; this study implemented a quantitative correlational design. The study also used a series of ordinary least squares (OLS) regression models to examine the extent to which mothers’ and fathers’ parenting styles as well as children’s self-concept predicted children’s subjective metacognitive awareness and objective metacognitive monitoring. Results. Parenting styles predicted metacognition in three learning domains (reading comprehension, mathematics, and similarities), although in different ways. Furthermore, children’s self-concepts also predicted metacognition in all three domains. Conclusion. Education must extend beyond school and children to include family. These educational outreach efforts should incorporate more than just how family life affects learning outcomes, such as children’s performance in academic domains, but also how family life affects children’s metacognitive abilities.
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Gutiérrez de Blume, Antonio P., Diana Marcela Montoya Londoño, María Eugenia García Gómez, Andrea Milena Osorio Cárdenas, and Liliana González Benítez. "Exploring the relation between parenting style and children’s self-concept and subjective and objective metacognition." Latinoamericana de Estudios de Familia 13, no. 2 (July 1, 2021): 11–37. http://dx.doi.org/10.17151/rlef.2021.13.2.2.
Full textAbstract:
Objective. To examine the relationship between parenting styles (of mothers and fathers), children’s self-concept, and subjective and objective measures of metacognition, and to investigate whether self-concept and parenting style predicted metacognition. Methodology. A convenience sample of 196 students who belong to an official educational institution was used; this study implemented a quantitative correlational design. The study also used a series of ordinary least squares (OLS) regression models to examine the extent to which mothers’ and fathers’ parenting styles as well as children’s self-concept predicted children’s subjective metacognitive awareness and objective metacognitive monitoring. Results. Parenting styles predicted metacognition in three learning domains (reading comprehension, mathematics, and similarities), although in different ways. Furthermore, children’s self-concepts also predicted metacognition in all three domains. Conclusion. Education must extend beyond school and children to include family. These educational outreach efforts should incorporate more than just how family life affects learning outcomes, such as children’s performance in academic domains, but also how family life affects children’s metacognitive abilities.