Thinking About Thinking About Leadership: Metacognitive Ability and Leader Developmental Readiness

2016 ◽  
Vol 2016 (149) ◽  
pp. 85-95 ◽  
Author(s):  
Hunter Black ◽  
Lisa Soto ◽  
Sam Spurlin
2020 ◽  
Author(s):  
Medha Shekhar ◽  
Dobromir Rahnev

Humans have the metacognitive ability to judge the accuracy of their own decisions via confidence ratings. A substantial body of research has demonstrated that human metacognition is fallible but it remains unclear how metacognitive inefficiency should be incorporated into a mechanistic model of confidence generation. Here we show that, contrary to what is typically assumed, metacognitive inefficiency depends on the level of confidence. We found that, across five different datasets and four different measures of metacognition, metacognitive ability decreased with higher confidence ratings. To understand the nature of this effect, we collected a large dataset of 20 subjects completing 2,800 trials each and providing confidence ratings on a continuous scale. The results demonstrated a robustly nonlinear zROC curve with downward curvature, despite a decades-old assumption of linearity. This pattern of results was reproduced by a new mechanistic model of confidence generation, which assumes the existence of lognormally-distributed metacognitive noise. The model outperformed competing models either lacking metacognitive noise altogether or featuring Gaussian metacognitive noise. Further, the model could generate a measure of metacognitive ability which was independent of confidence levels. These findings establish an empirically-validated model of confidence generation, have significant implications about measures of metacognitive ability, and begin to reveal the underlying nature of metacognitive inefficiency.


2021 ◽  
Vol 9 (2) ◽  
pp. 349-366
Author(s):  
Siti Nur Fatima ◽  
Zainul Munawwir ◽  
Lisma Dian Kartika Sari

Seeing the differences in the results of several previous studies on metacognitive abilities in problem solving, researchers are interested in examining students' metacognitive abilities in problem solving in terms of gender differences. This problem is important to study because it aims to determine the implementation of the metacognitive abilities of male and female students in problem solvingThe purpose of this study was to determine the metacognitive ability of male and female students in problem solving using TIMSS questions at SMP Al-Falah Pesanggrahan Jangkar for the 2020/2021 academic year. This type of research is descriptive qualitative. The subjects of this study were one male student and one female student from class VII SMP AL-Falah Pesanggrahan who had the same mathematical ability. Data collection techniques in this study were interviews, mathematical ability tests and TIMSS questions. Data analysis in this study was analyzed on each data collection technique. The results of data analysis showed that there was no difference in metacognitive ability in problem solving between male and female students. The metacognitive abilities of male and female students have been used well in problem solving. Both of them can explain their thinking process in every stage of problem solving.   Keywords: Metacognition Ability, Problem solving, TIMSS questions, Mathematical Ability, Gender Difference.  


2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Andi Nurhasanah

Metacognitive ability and student learning achievement are two things that needed in the learning process, especially on science subject. By using Team Assisted Individualization Method it can improve metacognitive ability and student learning achievement. This research aims to know about the process of appliying the influence of Team Assisted Individuality (TAI) method on science subject in Madrasah Ibtidaiyah Hidayatut Thowalib Pare. This research uses quantitative research method of quasi experiment control group design. It uses TAI method in experiment class and conventional in control class. After doing the learning process, metacognitive ability is measured by using questionnaires and learning achievement is measured by using pre'test and postest. The results can be seen from the cumulative average of students’ metacognitive ability of 30 students amount 93.3% in the ekserimental class and 85.1% in the cotrol class. The difference between the experimental and control class is 8.2%. While teh average result of student achievement in the experimental class using TAI Method taken from 30 student is 83.16 and the average result of student achievement in the control class is 77.37. this research uses the validity test and the reliabilty of the questionnaire that amount 20 items and followed by 57 repondents both in the experimental class and the control class. The are 30 student repondents in the experimental class and 27 student repondents in the control class that are valid. This data can be seen with significant level = 0.05 and rtable = 0.36. an item is called to be valid when rcount  ≥ rtable. While for the reliabilty of item in the experimental class and in the control class are reliable, with cronbach’s Alpha = 0.731 ≥ 0.70. in this research, normality test distributed normaly because it has asymp. Sign ≥ 0.05 while the result learning of the experimental class has a significant 704 and 432 for the control class. It means that the data is normally distributed.  The experimental class consisting of 30 student respondents has the average 9.333 Tcount 5.234 while Ttable 2.045 with significant level of 0.05 or 5%. Based on the data, it can be counclude that Tcount  ≥ Ttable. It means Ho is rejected and Ha is accpeted. Based on the explanation above, TAI method has an influence on metacognitive ability and student achievement of grade IV on science subjects in MI Hidayatut Thowalib Tegalsari Pare For Academic year 2017-2018.     


2020 ◽  
Vol 6 (1) ◽  
pp. 228-254
Author(s):  
Ai Nurlaelasari Rusmana ◽  
Fenny Roshayanti ◽  
Minsu Ha

Abstract Metacognitive ability is enormously important for improving students’ learning performance. However, overconfidence bias may hinder students’ metacognition abilities. Therefore, in this study, we conducted an intervention to reduce or debias overconfidence among students using the KAAR (knowledge, awareness, action, and reflection) model. Ninety Indonesian undergraduate students were subjects of this study. Overconfidence scores were analyzed using paired sample t-tests in SPSS to compare the mean difference between pre- and post-tests. Next, their overconfidence patterns during the intervention were analyzed using R to perform group-based trajectory modeling (GBTM). Two main findings were noteworthy: Watching a video about overconfidence is likely the most significant activity of KAAR model in reducing students’ overconfidence, and, based on students’ overconfidence change during the intervention, trajectory analysis classified them into five groups. Recommendations for future intervention studies to reduce overconfidence among students are discussed.


Autism ◽  
2016 ◽  
Vol 22 (3) ◽  
pp. 259-270 ◽  
Author(s):  
David M Williams ◽  
Zara Bergström ◽  
Catherine Grainger

Among neurotypical adults, errors made with high confidence (i.e. errors a person strongly believed they would not make) are corrected more reliably than errors made with low confidence. This ‘hypercorrection effect’ is thought to result from enhanced attention to information that reflects a ‘metacognitive mismatch’ between one’s beliefs and reality. In Experiment 1, we employed a standard measure of this effect. Participants answered general knowledge questions and provided confidence judgements about how likely each answer was to be correct, after which feedback was given. Finally, participants were retested on all questions answered incorrectly during the initial phase. Mindreading ability and autism spectrum disorder–like traits were measured. We found that a representative sample of ( n = 83) neurotypical participants made accurate confidence judgements (reflecting good metacognition) and showed the hypercorrection effect. Mindreading ability was associated with autism spectrum disorder–like traits and metacognition. However, the hypercorrection effect was non-significantly associated with mindreading or autism spectrum disorder–like traits. In Experiment 2, 11 children with autism spectrum disorder and 11 matched comparison participants completed the hypercorrection task. Although autism spectrum disorder children showed significantly diminished metacognitive ability, they showed an undiminished hypercorrection effect. The evidence in favour of an undiminished hypercorrection effect (null result) was moderate, according to Bayesian analysis (Bayes factor = 0.21).


2010 ◽  
Vol 31 (8) ◽  
pp. 1181-1187 ◽  
Author(s):  
Sean T. Hannah ◽  
Bruce J. Avolio

2000 ◽  
Vol 28 (1) ◽  
pp. 92-107 ◽  
Author(s):  
William L. Kelemen ◽  
Peter J. Frost ◽  
Charles A. Weaver

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