scholarly journals Metacognition in Student Academic Writing

2012 ◽  
Vol 29 (2) ◽  
pp. 142-179 ◽  
Author(s):  
Raffaella Negretti
Keyword(s):  
Academic Writing ◽  
Self Regulation ◽  
Reciprocal Relationship ◽  
Metacognitive Awareness ◽  
Theory Approach ◽  
Strategic Choices ◽  
Self Regulated Learning ◽  
Novel Approach ◽  
And Performance ◽  
Task Perception

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.

scholarly journals Effects of a self-regulating writing course on academic text production in a PhD and Master sample

2021 ◽  
Vol 16 (1) ◽  
pp. 1-34
Author(s):  
Lida Johana Rincón ◽  
Christian Hederich-Martínez
Keyword(s):  
Experimental Design ◽  
Doctoral Students ◽  
Academic Writing ◽  
Course Design ◽  
Self Regulation ◽  
Virtual Learning Environment ◽  
The Self ◽  
Metacognitive Awareness ◽  
Self Evaluation ◽  
Writing Course

Objective: This article presents the results of a study with an experimental design; whose objective was to examine the effects of a virtual learning environment focused on the self-regulation of writing on the development of self-regulation and academic writing skills. Background: The course design presented here is based on the idea that writing should be taught as a process, not as a product, which requires training students in the use of cognitive and metacognitive strategies. For this reason, the course set out to increase two skills: 1) the ability to self-regulate academic text writing process and 2) metacognitive awareness. Methodology: In an experimental design, 46 master and doctoral students participated in the 12 – week course, designed to be implemented in an online modality, through the Moodle learning management system. Given the self-regulating nature of this intervention proposal, didactic tools were created enabling the subject to identify and learn about their own processes and the resources they usually employ to develop writing tasks. To that end, the course has two specific strategies: a self-regulating writing scaffolding (SWS) and different tools to increase metacognitive awareness (IMA). The effects of these strategies were observed separately and combined. Results: A first aspect to consider with respect to the effects of the SWS on factors associated with self-regulation is the increase in motivation at the end of the intervention, this, by incorporating strategies such as the explicit formulation of goals, self-evaluation and the explanation of the usefulness and functionality of the task. Regarding achievements reached in improving writing, the SWS also proves to be the most effective for this purpose. Modelling specific behaviours such as choosing specific objectives for the writing task, the formulation of a defined and explicit plan, monitoring behaviours, self-evaluation and self-reinforcement are determinants to reach higher levels of writing.

Assessing Self-Efficacy for Self-Regulation of Academic Writing

2019 ◽  
Vol 35 (5) ◽  
pp. 751-761 ◽  
Author(s):  
Christiane Golombek ◽  
Katrin B. Klingsieck ◽  
Ingrid Scharlau
Keyword(s):  
Higher Education ◽  
Psychometric Properties ◽  
Academic Writing ◽  
Self Efficacy ◽  
Convergent Validity ◽  
Self Regulation ◽  
Factorial Validity ◽  
Research And Practice ◽  
Self Regulated Learning ◽  
The Third

Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education.

The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor

2020 ◽  
Vol 14 (4) ◽  
pp. 26-42
Author(s):  
Preeta Hinduja ◽  
◽  
Martin Thomas
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Assessment As Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance

This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Students' performance was analyzed with the help of Argumentative Essay Test and Motivation was investigated by using Motivated Strategies for Learning Questionnaire (MSLQ). Both control and experimental groups were trained through traditional teaching ESL strategies; however, experimental group students practiced an additional intervention identified as "Assessment as Learning (AaL)" strategy. After seven weeks of study, both groups' performance and motivation were evaluated through post-tests. The data from pre-tests and post-tests were analysed by Independent Sample t-tests. The results demonstrated that the experiment group’s academic scores and motivation were significantly higher, thus the implementation of AaL practice is recommended to raise self-regulation and performance of students.

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

2021 ◽  
pp. 082957352110546
Author(s):  
Aishah Bakhtiar ◽  
Allyson F. Hadwin
Keyword(s):  
School Psychology ◽  
Self Regulation ◽  
Metacognitive Awareness ◽  
Motivational Beliefs ◽  
Focus Attention ◽  
Metacognitive Control ◽  
Academic Tasks ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

Metacognition and Performance in the Accounting Classroom

2009 ◽  
Vol 24 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Lydia L. F. Schleifer ◽  
Richard B. Dull
Keyword(s):  
Student Performance ◽  
Self Regulation ◽  
Accounting Education ◽  
Self Awareness ◽  
Self Regulated Learning ◽  
Learning Skill ◽  
Accounting Courses ◽  
Course Achievement ◽  
Survey Results ◽  
And Performance

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.

scholarly journals Understanding Self-Regulated Learning: Thoughts from Attending the Self-Regulated Learning Symposium in Shimonoseki

2014 ◽  
pp. 460-465
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Performance Monitoring ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning ◽  
And Performance

As a learning advisor who has been working in self-access learning for six years, I consider myself to be familiar with the field of learner autonomy and self-directed learning, drawing on the work of Henri Holec (1981), David Little (1991), Phil Benson (2011), Anita Wenden (1998) and others in my advising practice, curriculum design projects and research. From time to time in my work, I have come across the concept of self-regulation, as opposed to self-direction, and have had the opportunity to attend several presentations on the subject, where I have found myself in a familiar-sounding yet ultimately different universe. Some of the constructs used were familiar to me, but the terms used to describe them (such as forethought and performance monitoring instead of planning and reflection), and the researchers most referenced (typically Zimmermann and Schunk (2011) as opposed to Holec or Benson) were notably different. I was thus eager to take part in the symposium at Shimonoseki City University, Yamaguchi, entitled Self-Regulation in Foreign Language Learning: Shared Perspectives, to learn more about it. The symposium ran for two days, with only one presentation room, which meant that every participant was able to attend all the presentations. This and the relatively small size (around 40 participants over the weekend) created a friendly and supportive atmosphere, conducive to discussion and the sharing of ideas.

scholarly journals A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness

2018 ◽  
Vol 8 (2) ◽  
pp. 193-218 ◽  
Author(s):  
Yajun Zeng ◽  
Christine C. M. Goh
Keyword(s):  
Self Regulation ◽  
Empirical Support ◽  
Metacognitive Awareness ◽  
Learning Approach ◽  
Planning Strategy ◽  
Self Regulated Learning ◽  
Task Definition ◽  
Regulated Learning ◽  
Efl Students ◽  
L2 Listening

The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.

scholarly journals Metacognitive Awareness and Academic Self-Regulation of HEI Students

2021 ◽  
pp. 161-172
Author(s):  
Eduard Balashov ◽  
Ihor Pasichnyk ◽  
Ruslana Kalamazh
Keyword(s):  
Academic Success ◽  
High Performance ◽  
Self Regulation ◽  
Rank Correlation ◽  
Correlation Coefficients ◽  
Metacognitive Awareness ◽  
Learning Activities ◽  
Learning Activity ◽  
Self Regulated Learning ◽  
Regulated Learning

The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison’s questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson’s and Spearmen’s rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.

scholarly journals Undergraduate students’ metacognition of learning (with the main focus on students with different levels of mental self-regulation)

2020 ◽  
Vol 10 (5) ◽  
pp. 104-118
Author(s):  
Ekaterinа Igorevna Perikova ◽  
◽  
Valentina Mihailovna Byzova ◽  
Keyword(s):  
Undergraduate Students ◽  
Cognitive Abilities ◽  
Self Regulation ◽  
Metacognitive Awareness ◽  
Short Version ◽  
Self Regulated Learning ◽  
Wide Range ◽  
Emotional Intelligence Inventory ◽  
The Relationship ◽  
Different Levels

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.

scholarly journals Encouraging self-regulated learning through electronic portfolios

2009 ◽  
Vol 34 (3) ◽  
Author(s):  
Philip C. Abrami ◽  
Anne Wade ◽  
Vanitha Pillay ◽  
Ofra Aslan ◽  
Eva M. Bures ◽  
...  
Keyword(s):  
Core Competencies ◽  
Self Regulation ◽  
Electronic Portfolios ◽  
Student Work ◽  
Self Regulated Learning ◽  
Post Test ◽  
Student Reactions ◽  
And Performance ◽  
Learning Software ◽  
Groupes De Discussion

At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summarizes the literature on electronic portfolios (EPs), describes ePEARL, and documents our research findings to date including analyses of teacher and student reactions. Participants in this study were 62 school teachers, mostly from elementary schools, and their students (approximately 1200) from seven urban and rural English school boards across Quebec. Student and teacher post-test questionnaire responses suggested that the use of portfolios, and the learning processes they support, were positively viewed and learned well enough to be emerging skills among students. Contrariwise, teachers commented that teaching SRL strategies was new and thus required a change in teaching strategies, strategies that they were not yet accustomed to. Focus groups also revealed the challenges of using portfolios to teach children to self-regulate. And finally, the analysis of student portfolios evidenced only small amounts of student work or high levels of student self-regulation. Résumé : Au Centre d’études sur l’apprentissage et la performance (CEAP) de l’Université Concordia à Montréal, Québec, nous avons conçu le logiciel de portfolio électronique réflexif pour l’apprentissage des élèves (PERLE) afin d’encourager l’apprentissage autorégulé chez les élèves et d’accroître leurs compétences de base. Cet article présente un résumé de la documentation sur les portfolios électroniques, une description de PERLE, ainsi que nos résultats de recherche documentés à ce jour, y compris des analyses des réponses des enseignants et des élèves. Les participants à cette étude se composaient de 62 enseignants, la plupart dans des écoles primaires, et de leurs élèves (environ 1200) provenant de sept commissions scolaires anglophones urbaines et rurales du Québec. Les réponses des élèves et des enseignants au posttest suggèrent que les portfolios et les processus d’apprentissage qu’ils soutiennent ont été perçus de manière positive et qu’ils ont été suffisamment assimilés pour se traduire par de nouvelles compétences chez les élèves. En revanche, les enseignants ont mentionné qu’enseigner les stratégies d’apprentissage autorégulé était nouveau et que cela exigeait de modifier leurs stratégies d’enseignement pour en adopter d’autres auxquelles ils n’étaient pas encore habitués. Les groupes de discussion ont également fait ressortir les défis liés à l’utilisation des portfolios dans le but d’apprendre l’autorégulation aux enfants. Enfin, l’analyse des portfolios des élèves a révélé que seulement une petite portion des travaux d’élèves démontrait des niveaux élevés d’autorégulation.

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