Journal articles on the topic 'Self-Regulation Metacognition'
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Perikova, Ekaterinа Igorevna, and Valentina Mihailovna Byzova. "Undergraduate students’ metacognition of learning (with the main focus on students with different levels of mental self-regulation)." Science for Education Today 10, no. 5 (October 31, 2020): 104–18. http://dx.doi.org/10.15293/2658-6762.2005.06.
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Introduction. A number of researchers have reported the influence of metacognition and self-regulation on learning and academic performance. However, to date there has been little agreement on how these processes are related to each other. This study is aimed at identifying the relationship between metacognition and mental self-regulation of learning, as well as comparing the components of metacognitive awareness among students with different levels of mental self-regulation. Materials and Methods. A theoretical framework of this study included J. Flavell and A. Brown’s Metacognition Theory; Konopkin’s Structural-Functional Approach to Studying Conscious Self-Regulation and B. Zimmerman’s Self-Regulated Learning Theory. The study used the following psychological testing techniques: (a) V. Morosanova’s Style of Behaviour self-regulation questionnaire, (b) G. Schraw & R. Dennison’s Metacognitive Awareness Inventory (short version) adapted by Perikova and Byzova, (c) E. Y. Mandrikova’s Self-regulation questionnaire, (d) D. V. Lyusin’s Emotional intelligence inventory, (e) D. A. Leontiev’s Differential reflexivity diagnostic. The sample consisted of 186 students of St. Petersburg State University aged 19,51±1,39 years. Results. The results indicate a wide range of relationships between mental self-regulation and metacognitive, cognitive, motivational and emotional components. Self-regulation is primarily linked with metacognitive processes of control and regulation of cognition, as well as cognition management. Metacognitive awareness of general and individual patterns, cognitive abilities and strategies are included in the process of self-regulation to a lesser extent. However, the results of factor analysis and regression analysis indicate that metacognition components did not affect self-regulation. Analysis of the variance confirmed that individuals with a low level of self-regulation demonstrate significantly less pronounced metacognitive, motivational and emotional components. Conclusions. The study demonstrates the systemic nature of the relationship between mental self-regulation and metacognitive components, as well as cognitive, motivational and emotional components.
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Mirkov, Snezana. "Metacognition in the process of education." Zbornik Instituta za pedagoska istrazivanja 38, no. 1 (2006): 7–24. http://dx.doi.org/10.2298/zipi0601007m.
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This paper deals with different theoretical views and research regarding metacognition, its components and relations to cognition, conceptual discrepancy as well as opposing research results. Special attention was paid to the relation between metacognitive knowledge and the regulation of cognitive strategies. Reflexive awareness about personal cognitive processes is emphasized, but research discrepancies are apparent in regard to cognitive regulation. Research results focused on development of personal learning awareness and regulative skill involvement in the educational process (planning, monitoring and evaluating) are presented. A discussion was also focused on various views on relations between metacognition and the self which are of special importance for providing motivation in learning. Research data show that metacognitive awareness correlates with self. Metacognitive training affects development of the control experience and self-efficiency. The role of metacognition is emphasized as important for understanding relationship between cognition and motivation, which also affects learning self-regulation development. The paper emphasizes the significance of further study of metacognition and the possibilities for its use in the educational process. Research show that both metacognitive knowledge and regulation may be beneficial for: problem solving in learning processes, development of learning strategies and student achievement.
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Sun Wei, Yeoh, Fonny Dameaty Hutagalung, and Fong Peng Chew. "MEDIATING EFFECT OF METACOGNITION TOWARDS THE RELATIONSHIP BETWEEN EMOTION REGULATION AND SELF-EFFICACY AMONG PRE-SERVICE TEACHERS." International Journal of Education, Psychology and Counseling 7, no. 46 (June 15, 2022): 55–65. http://dx.doi.org/10.35631/ijepc.746005.
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Pre-service teachers are playing important role in educational transformation. As the front liner in education, self-efficacy to cope with stressful environment is crucial to provide high quality teaching. Metacognition enables pre-service teachers to evaluate own capability rationally. It is an important emotional regulation tool to engage pre-service teacher in cognitive re-appraisal process. This research aims to identify the effect of metacognition towards the relationship between emotion regulation and self-efficacy among pre-service teachers. 238 pre-service teachers from an Institute of Teacher Education responded to Metacognitive Awareness Inventory (MAI), Emotion Regulation Questionnaire (ERQ) and General Self-Efficacy (GSE). Based on the result, there is a significant mediating effect of metacognition towards the association between emotion regulation and self-efficacy. Development in metacognition will strengthen the relationship between emotion regulation and self-efficacy among pre-service teachers.
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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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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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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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Bakracevic Vukman, Karin. "METACOGNITIVE ACCURACY AND LEARNING TO LEARN: A DEVELOPMENTAL PERSPECTIVE." Problems of Education in the 21st Century 46, no. 1 (October 1, 2012): 15–21. http://dx.doi.org/10.33225/pec/12.46.15.
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Metacognition belongs to higher-order mental processes and enables us to control, plan and accordingly regulate our own learning and problem solving process. In the present study we researched developmental changes in different reasoning domains and in metacognitive accuracy, which is considered as part of successful metacognitive monitoring/ regulation, and as an essential element of self-regulated learning and learning to learn competence. The study involved 282 participants from four different age groups: 13-15-, 23-25-, 33-35- and 43-45- year olds. These participants solved tasks addressed to spatial, verbal-propositional and social reasoning, and evaluated their own performance on these tasks. To specify possible differences in metacognitive accuracy, the metacognitive accuracy index was computed. Results showed that metacognitive evaluations were accurate in spatial domain, less accurate in verbal-propositional and quite inaccurate in the social domain. The accuracy of self-evaluation increased with age and males were more accurate in their self-evaluations than females. Improvement of metacognitive accuracy with age is in tune with findings that metacognition becomes more effective with development and that people with age become more reflective and self-aware. Key words: reasoning, metacognition, metacognitive accuracy, self-regulated learning.
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S.Pd. M.Pd, Johannes Keliat, Dra Elisa M.Pd, and Siska Moreta Br Sitepu. "KESADARAN METAKOGNITIF MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR (PGSD) DI UNIVERSITAS QUALITY BERASTAGI." JURNAL CURERE 6, no. 1 (April 29, 2022): 100. http://dx.doi.org/10.36764/jc.v6i1.734.
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To face the challenges of a globalized world requires Human Resources (HR) with potential. These challenges can be overcome if a person has good metacognitive potential. With good metacognition skills, it can overcome any problems in learning activities and in everyday life. Cognitive processes include changes that occur in individuals regarding thinking, intelligence and language. Metacognition refers to a person's skills in processing information and strategies in processing that information. In its implementation, metacognition is not as simple as its definition because it refers to a high-level mental process such as making plans, using appropriate strategies to solve a problem and making evaluation alternatives. Metacognition is an important aspect of individual learning. This includes self-regulation, reflection on strengths, weaknesses in self-performance and learning strategies. Based on this statement, metacognition plays a very important role in the learning activities of students in the primary school teacher education study program. through self-regulation activities, reflection on the weaknesses and strengths of what has been done and the learning strategies that have been pursued, students will be able to improve the quality of the process and learning outcomes. Research Objectives: To see the description of metacognition in students of the Elementary School Teacher Education Study Program (PGSD) at Quality Berastagi University. Research Method: Quantitative Descriptive using excel. The data obtained were analyzed using the Percentage Measurement Technique. Targeted outcomes: Students will get good metacognition. This research was conducted at the University of Quality Berastagi, North Sumatra with the research subjects being 258 students of the PGSD Study Program. The sampling technique was determined using a purposive sampling technique. The research instrument used the MAI (Metacognitive Awareness Inventory) questionnaire sheet which consisted of 52 questionnaire items consisting of 5 rating scales. Data analysis using quantitative descriptive using excel. The data obtained were analyzed by using the percentage measurement technique. The percentage of Metacognitive Awareness of PGSD Students reached 75.09%, the Percentage of Metacognitive Awareness Components of PGSD Students (Knowledge Abaout Cognition reached 25.03% & Regulation of Cognition reached 50.06%. Details of the Percentage of Metacognitive Awareness Components of PGSD Students (Declarative Knowledge (76%)) ), Procedural Knowledge (77.03%), Conditional Knowledge (77.08%), Planning (77.54%), Information Management Strategies (71.7%), Comprehension Monitoring (73.5%), Debugging Strategies ( 77%), and Evaluation (74.06%).
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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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Schleifer, Lydia L. F., and Richard B. Dull. "Metacognition and Performance in the Accounting Classroom." Issues in Accounting Education 24, no. 3 (August 1, 2009): 339–67. http://dx.doi.org/10.2308/iace.2009.24.3.339.
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ABSTRACT: Flavell (1976, 232) describes metacognition as: “one's knowledge concerning one's own cognitive processes or anything related to them.” Metacognition has been characterized as “thinking about thinking” (Georghiades 2004), “thinking about learning” (Jackson 2004), “learning about learning” (Case et al. 2001), “knowing about learning” (Meyer 2004), “knowledge about knowledge” (Yore and Treagust 2006), and “what we know about what we know” (Halpern 1998). Essentially, metacognition involves a self-awareness of how one learns and thinks. Because metacognition is an important aspect of self-regulated learning, it has potential as a learning skill or attribute that can serve to improve accounting education. The purpose of this paper is to explore the association between metacognition and student performance and success in accounting classes. The researchers use data collected over the course of a decade (1995–2004) to examine this association. Students in a variety of accounting courses completed a questionnaire to assess their metacognitive knowledge and self-regulation. The survey results support the conclusion that metacognitive attributes are associated with accounting course achievement.
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Karpov, Anatolij V., Yuliya M. Perevozkina, Mikhail I. Fedorishin, and Liudmila V. Zinoveva. "Role of metacognitive strategies in professional activities among military students." Perspectives of Science and Education 53, no. 5 (November 1, 2021): 354–66. http://dx.doi.org/10.32744/pse.2021.5.24.
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Introduction. Metacognition is a complex social cognitive model and scholars tend to agree that it is important to study the various aspects of the phenomenon, including self-regulation processes. Capacity to acquire new abilities or skills, or modifying behaviour by accepting the riskiness associated with duties is significant for military students. In forging their self-regulation, individuals contribute to social competence and social navigation that are important for military professions. Specifically, military leaders must deal with the added complexity of strategy and have a low degree of autonomy. The aim of the current study is to analyse relations between metacognitive indicators and self-regulation among military students. Materials and methods. 180 male students between the ages of 19 and 24 were recruited from a military institution (Russia). The research design included two steps. Firstly, the impact of metacognitive strategies on self-regulation among military students was studied by using multiple regression analysis. Secondly, the study involved two comparable groups of participants with high and middle levels of self-regulation (Type of Self-Regulatory Behaviours Test). In order to measure metacognitive strategies among military students, a number of diagnostic methods were applied: Individual Reflexivity Measure, Metacognitive Awareness Inventory, Self-report of Metacognitive Knowledge and Activity. Correlations between metacognitive parameters were calculated within each group of participants. Results. The study found multiple correlations between metacognitive strategies and self-regulation. Four primary metacognitive strategies were identified which contribute to self-regulation behaviour among military students. Specifically, the only parameter of metacognitive awareness of activity correlated positively with self-regulation variations (0,46), while the reflexivity component had the most negative contribution (-0,61). Scores for structure organization increased with the level of self-regulation among military students (p<0,05). Discussion and conclusion. One of the most important competencies for military education is self-regulation, which promotes externally oriented behaviour in military students. Acquiring new abilities or skills, or modifying habits by accepting the social complexity becomes progressively more significant for man in military professions. The current study sought to obtain a deeper understanding of the impact of metacognitive strategies on self-regulation in order to integrate metacognition components into an educational environment. The relationship between metacognitive strategies and the self-regulation scale among military students has an organized structure, which generally indicates the integration of this process during their study at military institutions.
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Efklides, Anastasia. "Metacognition." European Psychologist 13, no. 4 (January 2008): 277–87. http://dx.doi.org/10.1027/1016-9040.13.4.277.
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Research in the field of metacognition, a multifaceted phenomenon, is in the main fragmented without much theoretical integration of the findings related to its various facets. Moreover, metacognition is usually conceived of as an individual and conscious process that serves the regulation of cognition. However, there is growing evidence that metacognition also functions at a nonconscious level, is involved in the co-regulation of cognition in collaborative settings, and interacts with affect in the self-regulation of behavior. Based on these considerations, a multifaceted and multilevel model of metacognition is proposed that broadens Nelson and Naren’s conceptualization of metacognition. The implications for theory and measurement of metacognition as well as for interventions involving metacognition are explored.
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Fernández Bravo, Elena Aguirre. "Metacognitive self-perception in interpreting." Translation, Cognition & Behavior 2, no. 2 (September 6, 2019): 147–64. http://dx.doi.org/10.1075/tcb.00025.fer.
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Abstract The ability of interpreters to engage in metacognitive activity enabling them to self-assess the changing purpose of their task and subsequent strategies can play a pivotal role in their global attainment levels. This paper argues that developing a high degree of metacognition can be key, not only for the expert’s interpreting performance, but also for trainees’ learning processes, helping them develop a more accurate professional self-concept and better self-regulation techniques. The study, carried out with 199 interpreting trainees, tested a tool to assess self-perceived metacognition levels. The measurement tool was developed on the basis of previous relevant academic contributions to the overlapping fields of Education, Interpreting and Psychology. According to the results of a factor analysis, self-perceived metacognition in interpreting trainees can be defined as a construct made up of four dimensions: self-knowledge perception, consolidation of one’s own set of criteria, development of a macro-strategy, and task-focused flow.
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Oppong, Ernestina, Bruce M. Shore, and Krista R. Muis. "Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice." Gifted Child Quarterly 63, no. 2 (December 26, 2018): 102–19. http://dx.doi.org/10.1177/0016986218814008.
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The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalignment with the social construction of knowledge—a position widely supported in gifted education practice. Newer, broader conceptions of metacognitive, self-regulated, and self-regulated learning processes have garnered interest. However, because these theories borrowed language from each other and earlier theories, assigning new meanings to old constructs, confusion arose about how to distinguish each of these three theories from each other or apply them to instruction. This article distinguishes among metacognition, self-regulation, and self-regulated learning, relating each to notions of giftedness, highlighting implications for practice, and especially highlighting self-regulated learning as a valuable contributor to understanding giftedness and designing instruction in gifted education.
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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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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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Schunk, Dale H. "Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations." Educational Psychology Review 20, no. 4 (August 21, 2008): 463–67. http://dx.doi.org/10.1007/s10648-008-9086-3.
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Stanton, Julie Dangremond, Xyanthe N. Neider, Isaura J. Gallegos, and Nicole C. Clark. "Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough." CBE—Life Sciences Education 14, no. 2 (June 2015): ar15. http://dx.doi.org/10.1187/cbe.14-08-0135.
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Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge—our awareness of our thinking—and metacognitive regulation—how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan for the second exam that could effectively address issues they identified in preparing for the first exam, only half reported that they followed their plans. Our data suggest that prompting students to use metacognitive-regulation skills is effective for some students, but others need help with metacognitive knowledge to execute the learning strategies they select. Using these results, we propose a continuum of metacognitive regulation in introductory biology students. By refining this model through further study, we aim to more effectively target metacognitive development in undergraduate biology students.
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Janah, Septa Miftakul, and Tasman Hamami. "The Effectiveness of Self-Assessment to Improve Metacognitive Ability in Islamic Religious Education." Ta'dib 25, no. 2 (December 31, 2022): 247. http://dx.doi.org/10.31958/jt.v25i2.5911.
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The weakening of the metacognitive ability of adolescent students, especially at the junior high school level is very important to note. Because metacognition ability has implications for students' ability to solve problems in the end on their learning outcomes. Improved metacognition skills can be done through models, learning strategies, and assessments of learning PAI subjects. Increasing students' metacognitive abilities can be done through a complete self-assessment so that they can assess all aspects of competence to improve students' metacognitive abilities. This study aims to elaborate on how the effectiveness of the self-assessment model in PAI learning in junior high schools can improve students' cognitive abilities. This research was conducted at SMP Negeri 2 Ponorogo using a qualitative approach. Data collection through interviews and documentation. Data analysis was carried out interactively and continuously until it was completed using the Miles & Huberman model, including condensation data, data display, and conclusion drawing. This study revealed that the students of SMPN 2 Ponorogo who conducted an effective self-assessment showed an increase in their metacognitive ability. They succeeded in increasing their metacognition ability by conducting self-regulation through reflection during the self-assessment. In addition, students can understand the PAI material in-depth, marked by a critical attitude to ask questions, provide feedback to the teacher, and solve problems so that PAI learning leads to student-centeredness.
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Pietrzak, Paulina. "The effects of students’ self-regulation on translation quality." Babel. Revue internationale de la traduction / International Journal of Translation 64, no. 5-6 (December 31, 2018): 819–39. http://dx.doi.org/10.1075/babel.00064.pie.
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Abstract The article is an attempt to enter into the area of metacognitive translation studies – or metacognitive translator studies – that has so far received scant coverage, and devote closer attention to the translator’s self-regulatory activity. Self-regulation seems crucial in the development of translation expertise, “especially outside of optimally structured work environments, training academies, and other places with defined translation workflows and opportunities for feedback” (Shreve 2006: 32). The article focuses on the role and nature of self-regulation in translator training. Having identified the issues that emerge from educational theories for translator training, the author analyses the approaches to metacognition in the area of translation education. In an attempt to contribute to the discussion of the multifaceted nature of translator competence, the author investigates the correlation between translation trainees’ self-regulatory activity and the quality of their translation as reflected in their translation grades.
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Anumudu, Chiaka I., Adewale Adebayo, Aanu Gboyega-Tokunbo, Henrietta Awobode, and Raphael D. Isokpehi. "Self-Assessed Metacognitive Awareness among Students of the University of Ibadan, Nigeria." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 185–93. http://dx.doi.org/10.2478/jesr-2019-0036.
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Abstract Metacognition consists of knowledge of cognition (metacognitive knowledge) and regulation of cognition (metacognitive regulatory skills). The growing emphasis on student/learner-centered teaching at various educational levels including universities has led to recommendations for increased use of metacognitive strategies in traditional classrooms and online classrooms. This study examined metacognitive awareness among university students. The study population included 210 undergraduates and postgraduates studying biology or genetics among their regular courses in the university. Participants provided responses to the 52-item Metacognitive Awareness Inventory (MAI) instrument that captures self-assessed level of agreement to items assessing metacognitive knowledge and metacognitive regulatory skills. We conducted statistical analysis on the data collected. Mean self-assessed MAI scores was 79.9% (41.6/52), with metacognitive regulation scores of 80.1% (28.0/35) higher than metacognitive knowledge. Metacognitive awareness tends to decrease with level of study. Metacognitive regulation associated significantly with level of study (p=0.0127) or level of study and field of biology together (p=0.005). Students think highly of their metacognitive awareness especially in the regulation of cognition and this self-belief tended to reduce with year of study. The results provide baseline for future studies and global comparisons.
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Tzohar-Rozen, Meirav, and Bracha Kramarski. "Metacognition and Meta-Affect in Young Students: Does it Make a Difference in Mathematical Problem Solving?" Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (April 2017): 1–26. http://dx.doi.org/10.1177/016146811711901308.
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Mathematical problem solving is one of the most valuable aspects of mathematics education and the most difficult for elementary school students. Cognitive and metacognitive difficulties in this area cause students to develop negative attitudes and emotions as affective reactions, hampering their efforts and achievements. These metacognitive and meta-affective reactions are fundamental aspects of self-regulated learning (SRL), a non-innate process that requires systematic, explicit student training. This study investigated the impact of two self-regulation programs among young students (Grade 5)—metacognition (n = 64) and meta-affect (n = 54) versus a control group (n =53)—on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes of a focus group during a thinking-aloud solution. Mixed methods indicate that students who participated in the metacognitive and meta-affective intervention programs presented similar but higher achievements than the control group. Additionally, during the thinking-aloud solution, students from each group broadly implemented the self-regulation processes they were trained in, while consistently referring to all the self-regulation phases. The current study makes an important contribution to practical implications for students with diverse abilities.
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Susiani, N. Erni. "MELATIH METAKOGNISI SISWA DALAM MENUMBUH KEMBANGKAN EFIKASI DIRI (SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA." Almarhalah | Jurnal Pendidikan Islam 5, no. 2 (October 31, 2021): 253–62. http://dx.doi.org/10.38153/alm.v5i2.70.
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Abstract The aims of this study is to find out the way how to train students' metacognition in developing self-efficacy in the Mathematics subject matter. The writing of this article uses a library research approach. In general, metacognition relates to how to explore one's thoughts about thinking. Self-efficacy is a form of belief or belief related to one's own ability to organize, do something to achieve a goal, produce something, and also implement actions in order to achieve a certain form of skill.Based on the study of literature, training students' metacognition in developing self-efficacy in learning mathematics includes two dimensions of thinking, namely the awareness that a person has about his or her thinking (self-awareness of cognition) and a person's ability to use his/her consciousness to regulate his thinking process (self-regulation of cognition). By training to develop students' metacognitive awareness, it is hoped that students can arrange the information they face in solving problem-based questions so that they can develop students' mathematical self-efficacy.
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SUSIANI, N. ERNI. "MELATIH METAKOGNISI SISWA DALAM MENUMBUH KEMBANGKAN EFIKASI DIRI (SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA." EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan 1, no. 1 (September 14, 2021): 31–38. http://dx.doi.org/10.51878/educator.v1i1.505.
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This study aims to find out how to train students' metacognition in developing self-efficacy in the Mathematics subject matter. The writing of this article uses a library research approach or literature study literature. Metacognition in general relates to how to explore one's thoughts about thinking. Self-efficacy is a form of belief or belief related to one's own ability to organize, do something to achieve a goal, produce something, and also implement actions in order to achieve a certain form of skill. Based on the literature study, training students' metacognition in developing self-efficacy in learning mathematics includes two dimensions of thinking, namely the awareness that a person has about his or her thinking (self-awareness of cognition) and a person's ability to use his/her consciousness to regulate his thinking process (self-regulation of cognition). By training to develop students' metacognitive awareness, it is expected that students can organize the information they face in solving problem-based questions so that they can develop students' mathematical self-efficacy.
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Balashov, Eduard, Ihor Pasichnyk, and Ruslana Kalamazh. "Self-Monitoring and Self-Regulation of University Students in Text Comprehension." PSYCHOLINGUISTICS 24, no. 1 (October 3, 2018): 47–62. http://dx.doi.org/10.31470/2309-1797-2018-24-1-47-62.
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Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characterized. We have determined the direction for future research of self-regulated learning and metacognitive processes in the students’ text comprehension activities and their effective use in the educational process. Study of the metagognitive aspects of self-regulation and metamemory will help to improve self-monitoring and self-regulation of students’ training activity in text comprehension.
The article characterizes the term of the metamemory phenomenon and its role in the process of self-regulated training and development of text comprehension skills. We have also distinguished possible directions of future researches in self-regulated training and metacognitive processes of students’ activity that is connected with text comprehension as well as with their efficient usage in the teaching process. The necessity of metamemory learning and the process of knowledge transmission in the monitoring-regulation-learning cycle have been distinguished. Theoretical model of metacognitive combination of metacognitive and cognitive processes such as sense of knowledge, metamemory judgments and their categories have been investigated. The conclusions about necessity of the future advanced study of the metamemory phenomenon and students’ training process self-regulation in text comprehension have been made. Possible directions of future researches in metacognition and self-regulation of university students’ studying activity in text comprehension as well as their efficient implementation into the teaching process have been determined.
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Negretti, Raffaella. "Metacognition in Student Academic Writing." Written Communication 29, no. 2 (April 2012): 142–79. http://dx.doi.org/10.1177/0741088312438529.
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This article proposes a novel approach to the investigation of student academic writing. It applies theories of metacognition and self-regulated learning to understand how beginning academic writers develop the ability to participate in the communicative practices of academic written communication and develop rhetorical consciousness. The study investigates how this awareness changes over time and how it relates to students’ perceptions of the writing task, metacognitive awareness of strategic choices, and evaluation of their writing. Through a constructivist grounded theory approach, journals collected throughout a semester from students of beginning academic composition were analyzed to determine qualitative changes. The data suggest a link between task perception and students’ conditional metacognitive awareness —their understanding of how to adapt writing strategies to specific rhetorical requirements of the task and why—and performance evaluation. Metacognitive awareness also seems to have a reciprocal relationship with self-regulation and students’ development of individual writing approaches.
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Cera, Rosa, Michela Mancini, and Alessandro Antonietti. "Relationships between Metacognition, Self-efficacy and Self-regulation in Learning." ECPS - Educational, Cultural and Psychological Studies, no. 7 (June 2013): 115–41. http://dx.doi.org/10.7358/ecps-2013-007-cera.
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Phuong, Vu Viet, Nguyen Thu Ha, Do Thi Tieu Yen, and Nguyen Thi Thanh Ha. "EFL STUDENTS’ PERSPECTIVES TOWARDS THE USE OF ICT FOR SELF-REGULATION." VNU Journal of Foreign Studies 38, no. 3 (June 30, 2022): 113. http://dx.doi.org/10.25073/2525-2445/vnufs.4847.
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This survey research aims to examine EFL students’ perceptions of using ICT to self-regulate their language learning. A total of 164 non-English majored sophomores at a public university completed a 25-item questionnaire which consisted of six areas regarding goal setting, resources, affection, cultural outcomes, metacognition monitoring, and social connection. The findings indicate participants utilized ICT to manage those aspects of their language learning. In addition, students were excited about using ICT devices to attain objects, control emotions, and manage resources, but less enthusiastic about using technology to engage in social learning and metacognitive monitoring. Several pedagogical implications have been recommended for pedagogists to stimulate students’ self-regulation in their language learning.
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Salvatore, Giampaolo, Lorena Bianchi, Luisa Buonocore, Nadia Disturco, Angus Macbeth, Nicoletta Manfredi, Paolo Ottavi, Raffaele Popolo, Maria Grazia Proto, and Giancarlo Dimaggio. "Metacognitive Interpersonal Therapy for Borderline Personality Disorder: A Single Case Study." Clinical Case Studies 20, no. 1 (September 24, 2020): 56–74. http://dx.doi.org/10.1177/1534650120960234.
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Borderline personality disorder (BPD) is a severe disease, characterized by severe instabilities in identity, affect and relationships. Clinical improvement of BPD can be facilitated by psychotherapy aimed at tackling multiple specific cross-modality impairments and their patterns of interaction: impaired sense of self, maladaptive interpersonal schemas, impaired metacognition, emotion dysregulation and impulsivity. Herein, we describe the steps in the treatment of a young woman meeting the criteria for with BPD with paranoid traits, successfully treated with Metacognitive Interpersonal Therapy, a treatment based on comprehensive assessment of domains. In the initial phase, treatment focused on promoting emotion regulation, integrating opposing patient representations of the therapist, enhancing metacognition, and increasing focus on the maladaptive schema that elicited dysregulated behaviors. Later in therapy, treatment focused on supporting the patient to realize her ideas about self and others were schema-driven; and improving metacognitive capacity to understand others’ minds. General implications for psychotherapy of BPD are discussed.
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Nader-Grosbois, Nathalie. "Self-perception, self-regulation and metacognition in adolescents with intellectual disability." Research in Developmental Disabilities 35, no. 6 (June 2014): 1334–48. http://dx.doi.org/10.1016/j.ridd.2014.03.033.
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Kaplan, Avi. "Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose?" Educational Psychology Review 20, no. 4 (September 27, 2008): 477–84. http://dx.doi.org/10.1007/s10648-008-9087-2.
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Stanton, Julie Dangremond, Kathryn Morris Dye, and Me’Shae Johnson. "Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students." CBE—Life Sciences Education 18, no. 2 (June 2019): ar24. http://dx.doi.org/10.1187/cbe.18-12-0239.
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Metacognitive regulation occurs when learners regulate their thinking in order to learn. We asked how introductory and senior-level biology students compare in their use of the metacognitive regulation skill of evaluation, which is the ability to appraise the effectiveness of an individual learning strategy or an overall study plan. We coded student answers to an exam self-evaluation assignment for evidence of evaluating ( n = 315). We found that introductory and senior students demonstrated similar ability to evaluate their individual strategies, but senior students were better at evaluating their overall plans. We examined students’ reasoning and found that senior students use knowledge of how people learn to evaluate effective strategies, whereas introductory students consider how well a strategy aligns with the exam to determine its effectiveness. Senior students consider modifying their use of a strategy to improve its effectiveness, whereas introductory students abandon strategies they evaluate as ineffective. Both groups use performance to evaluate their plans, and some students use their feelings as a proxy for metacognition. These data reveal differences between introductory and senior students, which suggest ways metacognition might develop over time. We contextualize these results using research from cognitive science, and we consider how learning contexts can affect students’ metacognition.
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Lyons, Paul R., and Randall P. Bandura. "Understanding metacognition: concepts supporting employee learning and growth." Human Resource Management International Digest 26, no. 6 (August 13, 2018): 44–46. http://dx.doi.org/10.1108/hrmid-07-2018-0155.
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Purpose The purpose of this paper is to express metacognitive functioning in general terms and to explain how it influences employee learning/knowledge acquisition, self-regulation, engagement and growth mind-set. Design/methodology/approach The authors provide a viewpoint grounded on a review of recent research regarding the regulation of learning on-the-job. Concepts are expressed in a direct manner for the use of human resource practitioners and managers. Findings Metacognition is mental work that helps one to regulate and improve his/her learning. The authors find that there are ways for human resource practitioners and/or managers to assist employees improve their learning practices that ultimately influence work activities and outcomes. Originality/value Metacognition is not a scientific mumbo-jumbo; it represents how one learns to learn. In organizations, it is important to understand how a typical employee may improve her/his learning processing and learning outputs. Authors suggest that practitioners and managers attain some understanding of metacognition and how one may stimulate improved learning processing in employees.
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Nannemann, Allison C. "The Student Self-Accommodation Strategy for Students With Visual Impairments." Journal of Visual Impairment & Blindness 115, no. 6 (November 2021): 506–24. http://dx.doi.org/10.1177/0145482x211059545.
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Introduction Accommodations are essential for the successful participation of individuals with visual impairments in post-secondary education and employment. Passive experiences with accommodations in school, plus a complex advocacy process warrant the need to support students to engage in the accommodations process. Methods Four high school students with visual impairments were taught the Student Self-Accommodation Strategy. A parallel multiple-case design was used to determine how and how well the participants learned and used the strategy and to investigate their development of metacognitive knowledge and self-regulated learning (SRL) skills. Results The participants all learned the strategy to varying extents. The cross-case analysis revealed that recall and understanding the purpose of the strategy supported strategy performance but were not associated with in-class use of the strategy. Additionally, participants did not experience changes with metacognition or SRL; however, they did demonstrate metacognitive knowledge on multiple data sources, with few demonstrations of SRL. Discussion Findings indicate that the Student Self-Accommodation Strategy is accessible to students with visual impairments. Three factors seemed to be associated with the learning and use of the strategy: verbal and reasoning skills, achievement, and emotional-behavioral regulation. Metacognition and SRL can positively affect students with visual impairments. Implications Future work with the Student Self-Accommodation Strategy should incorporate in-class strategy coaching and an explicit investigation of the factors that seemed to influence strategy learning and performance. Research and practice should give greater attention to metacognition and SRL for students with visual impairments.
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Fox, Emily, and Michelle Riconscente. "Metacognition and Self-Regulation in James, Piaget, and Vygotsky." Educational Psychology Review 20, no. 4 (July 24, 2008): 373–89. http://dx.doi.org/10.1007/s10648-008-9079-2.
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Mian, Imdad Ahmad, Ijaz-ul-Haq, Aamir Anwar, Roobaea Alroobaea, Syed Sajid Ullah, Fahad Almansour, and Fazlullah Umar. "A Comprehensive Skills Analysis of Novice Software Developers Working in the Professional Software Development Industry." Complexity 2022 (July 15, 2022): 1–12. http://dx.doi.org/10.1155/2022/2631727.
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Measuring and evaluating a learner’s learning ability is always the focus of every person whose aim is to develop strategies and plans for their learners to improve the learning process. For example, classroom assessments, self-assessment using computer systems such as Intelligent Tutoring Systems (ITS), and other approaches are available. Assessment of metacognition is one of these techniques. Having the ability to evaluate and monitor one’s learning is known as metacognition. An individual can then propose adjustments to their learning process based on this assessment. By monitoring, improving, and planning their activities, learners who can manage their cognitive skills are better able to manage their knowledge about a particular subject. It is common knowledge that students’ metacognitive and self-assessment skills and abilities have been extensively studied, but no research has been carried out on the mistakes that novice developers make because they do not use their self-assessment abilities enough. This study aims to assess the metacognitive skills and abilities of novice software developers working in the industry and to describe the consequences of awareness of metacognition on their performance. In the proposed study, we experimented with novice software developers and collected data using Devskiller and a self-assessment log to analyze their use of self-regulation skills. The proposed study showed that when developers are asked to reflect upon their work, they become more informed about their habitual mistakes, and using a self-assessment log helps them highlight their repetitive mistakes and experiences which allows them to improve their performance on future tasks.
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Pradana, Harsya Danang, and Ouda Eda Tena. "A Qualitative Research on Self-Regulation Practices of ELT Students in Reading Class." Journal of Foreign Language Teaching and Learning 6, no. 2 (July 22, 2021): PRESS. http://dx.doi.org/10.18196/ftl.v6i2.11625.
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This paper investigates the self-regulation practices in reading classes among students from a private university in Yogyakarta. In an era where students and their thinking process are the centers of the teaching and learning process, each student’s metacognition skills need to adjust the teaching methods used inside and outside the classroom. To that end, students must be aware of their metacognitive skills and self-regulating behaviors. The research method used in this paper was the quantitative method. The researchers used the interview and focused group discussion (FGD) method on gaining information regarding students' awareness of their metacognitive skills and self-regulation habits. The participants were students from a pre-determined private university in Yogyakarta, where the reading classes are known to be student-centered. The results showed that while the students could create strategies and reflect upon said strategies, they still lacked a critical component of self-regulation, namely the preparation phase. This discovery means that the students need to be aware of the importance of preparing to meet specific goals and self-motivation.
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Drigas, Athanasios, Eleni Mitsea, and Charalampos Skianis. "Clinical Hypnosis & VR, Subconscious Restructuring- Brain Rewiring & the Entanglement with the 8 Pillars of Metacognition X 8 Layers of Consciousness X 8 Intelligences." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 01 (January 26, 2022): 78–95. http://dx.doi.org/10.3991/ijoe.v18i01.26859.
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Thomas Edison, Albert Einstein, Nikola Tesla, Aldous Huxley, Sergei Rachmanicoff, Chopin, Goethe. What dothese people have in common? They all used hypnosis to explore and expand the boundaries of their intelligence. The aim of the current review is to investigate the impact of clinical hypnosis on Metacognition, Consciousness and Intelligence based on the counterpart model. Furthermore, we examine the role of virtual reality hypnosis in service of metacognition. The results showed that clinical hypnosis -with the power of attention and imagery- can effectively and rapidly reformat cognitive and metacognitive skills, upgrade intelligence and raise conscious experience into the higher energy levels. Hypnosis improves metacognition by re-organizing the survival-emotional-reward centers, smoothing the non-verbal pathways for effortless self-regulation. We concluded that the clinical hypnosis guarantees peak performance, innovation, success, and happiness in all areas of life. It can also play a significant role in education as a tool for dealing with the well-established learned weaknesses, for mental/emotional training and brain rewiring, facilitating learning, unlearning and relearning. Virtual reality hypnosis is a top promising technology assisting metacognitive training.
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Dinsmore, Daniel L., Patricia A. Alexander, and Sandra M. Loughlin. "Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning." Educational Psychology Review 20, no. 4 (August 2, 2008): 391–409. http://dx.doi.org/10.1007/s10648-008-9083-6.
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Gözüm, Ali İbrahim Can, and Özden Demir. "An Investigation of the Relationship between Prospective Teachers’ Self-Management and Self-Control Skills, Metacognition and E-Mobile Learning Readiness Perceptions." Acta Educationis Generalis 12, no. 2 (June 1, 2022): 163–88. http://dx.doi.org/10.2478/atd-2022-0019.
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Abstract Introduction: This study aims to investigate the relationship between prospective teachers’ self-management and self-control skills, metacognition, and e-mobile learning readiness perceptions. Methods: This study adopted a procedural model that was relational screening in nature. This study was conducted with 303 prospective teachers who attended Primary School Classroom Teaching, Primary School Science Teaching, Pre-school Teaching, and Psychological Counseling and Guidance departments in a State University Education Faculty in Turkey. In this study the “Self-control and self-management scale”, the “Metacognition scale” and the “E-Mobile learning readiness scale” were used as data collection tools. It was determined that the data collection tools used in the study were valid and reliable. Results: According to the results of the study, mobile learning readiness perception is positively affected by metacognition. Metacognition is positively affected by Self-management and Self-control Skills. In the study, the effects of e-mobile learning readiness perceptions on both metacognition and self-management and self-control skills were discussed in accordance with the proposed model. Discussion: The aim of this study is to determine the relationships between the variables of prospective teachers’ self-management and self-control skills, metacognition and e-mobile learning readiness perceptions. Four hypotheses in the proposed model were discussed according to the literature. Limitations: This study was conducted only with the participants consisting of teacher candidates at a state university in Turkey. However, the participants of the research can be expanded with different teaching areas of higher education. Conclusions: Prospective teachers’ self-regulation, self-assessment and control skills positively affect their metacognition skills. The metacognition skill of prospective teachers has a positive effect on mobile learning readiness perception.
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Chatzivasileiou, Panagiota, and Athanasios Drigas. "ICTs for the Development of the Cognitive and Metacognitive abilities of the students with Specific Learning Disorder in Mathematics." Technium Social Sciences Journal 31 (May 9, 2022): 131–52. http://dx.doi.org/10.47577/tssj.v31i1.6484.
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This article is a literature review that analyses the cognitive and metacognitive abilities of the students with Specific Learning Disorder in Mathematics (SLDM). It aims to present the cognitive and metacognitive deficits of these students along with the ways and methods that can improve the corresponding cognitive and metacognitive abilities and analyze the role of metacognition in mathematics education. It also aims to present ICT tools that are used worldwide in order to develop and enhance these abilities. These tools are designed for the development of either the cognitive or the metacognitive abilities of the students with SLDM and include computer based and mobile applications, serious games, educational software and robotics. The results of the study indicate that the existed ICT tools for the development of the cognitive and metacognitive abilities of the students with SLDM can have a crucial impact on the improvement of the symptoms of this Specific Learning Disorder. They can enhance the cognitive abilities of the attention, the working memory and the visuospatial ability along with the mathematical ability and also improve the metacognitive abilities such as reflection, self-regulation, the problem solving ability and the mathematical metacognition.
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ROGTI, Maroua. "Contribution of Meta-Cognitive Competence in Preserving Student Self-Regulation in Algerian Higher Education: A Case from ENS of Laghouat." Arab World English Journal 11, no. 4 (December 15, 2020): 445–60. http://dx.doi.org/10.24093/awej/vol11no4.28.
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The processes of teaching and learning the English language have reached a globalized turn to the extent that educators and learners became highly exposed to teaching materials and classroom strategies to ensure long-life, independent, and self-guided learning. Ultimately, in a language class, learners may confront difficulty in understanding a literary text which can derive from the limited language proficiency, and presiding over lack of linguistic, cultural, and academic competence. In order to affirm this hypothesis and answer the question of the extent to which can self-directed learning be achieved and improved through metacognitive competence in performing a task in literature, this study aims at highlighting the effectiveness of incorporating certain innovative teaching activities and management practices, notably self-cognition and self-reflection on pursuing learners’ metacognition in understanding a literary text. By adopting a quasi-experimental methodological design, this study uses a participant observation with twenty- six subjects at Higher College of Teachers of Laghouat, they are assigned into two groups to measure their level of meta-cognitive competence and self-regulation, and prove their impact on achieving independent learning in studying a literary text. Results assured learners’ enthusiasm, high competence, and positive responses upon compiling metacognition and self-reflection which are not only learning strategies, but also learning paradigms for increasing learners’ self-directed learning and performance in class. Further studies may include engaging in improving independent learning and self-regulation of post-graduated learners through compensation and memory-related strategies.
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Zimmerman, Barry J. "Self-regulation involves more than metacognition: A social cognitive perspective." Educational Psychologist 30, no. 4 (September 1995): 217–21. http://dx.doi.org/10.1207/s15326985ep3004_8.
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Mohamed, Ahmed Hassan Hemdan. "The Relationship Between Metacognition and Self-regulation in Young Children." Procedia - Social and Behavioral Sciences 69 (December 2012): 477–86. http://dx.doi.org/10.1016/j.sbspro.2012.11.436.
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Hofer, Barbara K., and Gale M. Sinatra. "Epistemology, metacognition, and self-regulation: musings on an emerging field." Metacognition and Learning 5, no. 1 (October 23, 2009): 113–20. http://dx.doi.org/10.1007/s11409-009-9051-7.
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Mitsea, Eleni, Niki Lytra, Antigoni Akrivopoulou, and Athanasios Drigas. "Metacognition, Mindfulness and Robots for Autism Inclusion." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 8, no. 2 (June 25, 2020): 4. http://dx.doi.org/10.3991/ijes.v8i2.14213.
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<p class="0abstract">Autism is a neurodevelopmental disorder with multi factorial causes, characterized by major cognitive deficits in communication, socialization and emotion recognition and management. Children with autism face a memory mechanism malfunction, difficulty in the control processes (i.e attentional regulation and / or organizing their knowledge in order to make the appropriate decisions solving problems), making it difficult for them, adapt to various environmental changes. Many researchers have shown the effectiveness of robots in developing metacognitive skills to autistic children, as well as in improving social skills, emotion awareness and communication. This article highlights the detailed research took place between 2010 - present, while examining the impact of robots on autistic children through their interaction, use of art, programming, cooperative games and mindfulness training. The outcome of this review emphasizes to the ability of children, to manage and develop mechanisms such as self-control, self-reflection, visualization, focus attention, self-evaluation, self-regulation among others, necessary for their self-awareness. These results to helping children develop the higher mental abilities needed, so that decision-making and problem-solving achieved in their daily life. </p>
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Robson, Sue. "Self-regulation and metacognition in young children's self-initiated play and Reflective Dialogue." International Journal of Early Years Education 18, no. 3 (September 2010): 227–41. http://dx.doi.org/10.1080/09669760.2010.521298.
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Lajoie, Susanne P. "Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name?" Educational Psychology Review 20, no. 4 (September 19, 2008): 469–75. http://dx.doi.org/10.1007/s10648-008-9088-1.
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Veraksa, A. N., and N. E. Veraksa. "INTERCONNECTION OF METACOGNITION AND EXECUTIVE FUNCTIONS IN CHILDHOOD: CULTURAL-HISTORICAL CONTEXT." Moscow University Psychology Bulletin, no. 1 (2021): 79–113. http://dx.doi.org/10.11621/vsp.2021.01.04.
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The review is devoted to the relationship between executive functions and metacognition in the context of a cultural-historical perspective. On the basis of the research carried out over the past 15 years, the commonality and differences of these constructs are shown. Special attention is paid to the development of executive functions and metacognition, their connection with the academic success of children, the role of the social aspect in their formation. The importance of an adult in the directed formation of metacognition and self-regulation is shown, which confirms the provisions of the cultural-historical theory. Within the framework of the cultural-historical paradigm, several mechanisms for the development of executive functions are considered: imitation based on understanding; sign mediation; as well as communication in a social developmental situation. L.S. Vygotsky noted that higher mental functions arise on the basis of real interactions of people, are interiorized, turning into psychological functions. The review showed that one of the most common models of the structure of executive functions is a model that includes such components as “working memory”, “inhibitory control” and “cognitive flexibility”. Based on the analysis, it is possible to assert the influence of J. Piaget’s concept on the development of executive functions. A certain difficulty is caused by the explanation of emotional regulation in the context of metacognitive problems. At the same time, L.S. Vygotsky spoke about the unity of affect and intellect, which suggests the existence behavioral control and, in particular, of emotional processes at the level of metacognitive processes.
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Drigas, Athanasios, Eleni Mitsea, and Charalampos Skianis. "Subliminal Training Techniques for Cognitive, Emotional and Behavioural Balance. The role of Emerging Technologies." Technium Social Sciences Journal 33 (July 9, 2022): 164–86. http://dx.doi.org/10.47577/tssj.v33i1.6881.
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Traditionally, metacognition & higher mental abilities are thought to be exclusively linked to consciousness. However, a growing number of researchers support the idea that nonconscious processes may hold the keys to higher forms of intelligence. Subliminal messages expose individuals to visual or/and auditory stimuli below the threshold of perception. The current review aims to explore the effectiveness of subliminal cues on fundamental aspects of metacognition such as higher cognitive and emotional meta-abilities, affective and behavioral regulation, and academic achievement. In this context, we search for and classify the existing subliminal training techniques, while evaluating the usability of ICTs such as virtual reality, mobile apps, intelligent tutoring systems, and software in subliminal learning and training. The results of this review revealed that subliminal techniques improve all those aspects that assure metacognitive improvements in terms of self- & emotional regulation, higher mental abilities, and behavioral modification. Subliminal cues lower people's shields and update filtering mechanisms enabling people to focus on positive rather than negative interpretations. Subliminal techniques are under the umbrella of metacognitive strategies, since they can used consciously to increase self-regulation capacity as wells as expand the horizons of consciousness. Subliminal teaching techniques can be used by teachers and parents in general and special education to instill higher-level needs & motives, accelerate students’ performance and unfold students’ existing but underdeveloped abilities. Therapists can also utilize these methods to help patients with phobia, anxiety and depression to overcome fear. Subliminal techniques can be also used as a strategy by leaders, mentors, and employees to build trust, inspire and provide humanity with innovative ideas. ICTs provide the ideal environment for implementing subliminal training. However, more research is needed.