The Effects of Problem Solving Method and Cognitive Flexibility in Improving University Students’ Metacognitive Skills

In the context of modern digital transformation of all aspects of the socioeconomic environment, training university students for analytical processing of increasing inflows of data and dealing with complex cognitive tasks driven by metacognition has become of particular importance. The research is aimed to review the structure of metacognitive processing, the development factors of metacognitive skills, the relation of metacognitive skills to emotional and cognitive skills, and to determine their role in the achievement of academic success of university students. Methodology. The research is undertaken on the basis of theoretical investigation and comprehensive analysis of theoretical conceptualization of intelligence. The authors have researched the derivation of metacognition, the structure of self-regulating metacognitive processes and their interaction with cognitive and affective processes. The research findings confirm that the metacognitive experience provides self-reflection, emotional awareness of feelings, estimating relationships between emotional states and the degree of implementation or attainability of a cognitive task. The authors conclude that emotional intelligence is manifested in metacognitive skills and predicts academic success. Also, teaching and learning strategies are required to be refined taking into account the development of emotional and metacognitive skills of university students.

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The Sequential Mediating Effects of Personality and Participation in Class of the Relations Between the Problem Solving Ability and Creativity in University Students

sychological Type and Human Development ◽

10.52745/kapt.2020.21.1.93 ◽

2020 ◽

Vol 21 (1) ◽

pp. 93-110

Author(s):

Seikyung Kim Kim

Keyword(s):

Problem Solving ◽

University Students ◽

Mediating Effects

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An empirical investigation of depressive rumination: implications for cognitive flexibility, problem solving and depression

10.17918/etd-3332 ◽

2021 ◽

Author(s):

Elizabeth M. Goetter

Keyword(s):

Problem Solving ◽

Cognitive Flexibility ◽

Empirical Investigation ◽

Depressive Rumination

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The Influence of Challenge Course Participation on Moral and Ethical Reasoning

Journal of Experiential Education ◽

10.1177/105382590202500205 ◽

2002 ◽

Vol 25 (2) ◽

pp. 278-280 ◽

Cited By ~ 9

Author(s):

Carol A. Smith ◽

Sharon E. Strand ◽

Camille J. Bunting

Keyword(s):

College Students ◽

Problem Solving ◽

University Students ◽

Moral Reasoning ◽

Ethical Reasoning ◽

Defining Issues Test ◽

Control Group ◽

Challenge Course ◽

Significant Difference ◽

The Impact

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject. The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84). The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.

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