scholarly journals Metacognitive components as predictors of preschool children’s performance in problem-solving tasks

Psihologija ◽  
2018 ◽  
Vol 51 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Mia Maric ◽  
Marija Sakac
Keyword(s):  
Preschool Children ◽  
Problem Solving ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Metacognitive Knowledge ◽  
Older Children ◽  
Complex Tasks ◽  
Cognitive Regulation ◽  
Metacognitive Abilities ◽  
Cognitive Monitoring

The aim of the study was to examine the relation between metacognitive components, declarative and procedural metacognitive knowledge and cognitive regulation, and preschool children?s performance in different problem solving tasks ? hidden pictures, classifying and sorting, the same and the different, estimation, patterns, dot-to-dot, mazes and memory tasks. The sample consisted of 347 preschool children aged 3?6. The results showed that children with highly developed metacognitive abilities, declarative and procedural metacognitive knowledge, cognitive monitoring and self-regulation of cognitive strategies, were more successful and efficient in resolving problem tasks. This relation was stronger in older children and in more complex tasks.

Examining the Cross-Level Influence of Dispositional and Team Goal Orientations on Employee Self-Regulation and Performance in a Complex Task Environment

2016 ◽  
Vol 52 (4) ◽  
pp. 396-421 ◽  
Author(s):  
Tal Katz-Navon ◽  
Esther Unger-Aviram ◽  
Caryn Block
Keyword(s):  
Negative Affect ◽  
Job Performance ◽  
Team Learning ◽  
Employee Performance ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Goal Orientations ◽  
Learning Orientation ◽  
Complex Tasks ◽  
Regulatory Processes

The study examined the mediating role of individual’s self-regulatory processes of deep cognitive strategies (meaningful learning rather than a reproduction of knowledge) and negative affect in the relationship between dispositional and team goal orientations and team member’s performance of complex tasks. Thirty-three research and development teams and their managers participated. Results demonstrated that dispositional performance orientation (focus on success) increased negative affect, which, in turn, lowered employee job performance. Whereas team learning orientation (focus on learning and improvement) decreased negative affect, which, in turn, was associated with higher employee job performance. Additionally, both dispositional and team learning orientations were positively and significantly associated with individuals’ use of deep cognitive strategies. However, deep cognitive strategies were not associated with employee performance. Findings suggest that managers of teams performing complex tasks may want to consider ways to create and sustain a high learning orientation in order to reduce negative affect and increase use of deep cognitive strategies within their teams.

scholarly journals Metacognition in the process of education

2006 ◽  
Vol 38 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Snezana Mirkov
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Metacognitive Knowledge ◽  
Educational Process ◽  
Special Importance ◽  
Research Results ◽  
Personal Learning ◽  
Research Show

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.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Promotion of Self-regulation in Preschool Children: Effects and Perceptions of Teachers

2021 ◽  
Author(s):  
Grace Zauza ◽  
Camila Barbosa Riccardi León ◽  
Rauni Jandé Roama-Alves ◽  
Alessandra Gotuzo Seabra ◽  
Natália Martins Dias
Keyword(s):  
Preschool Children ◽  
Self Regulation ◽  
Perceptions Of Teachers

scholarly journals Analyzing the Embedded Learning-Based Movement Education Program’s Effects on Preschool Children’s Visual-Motor Coordination and Self-Regulation

2019 ◽  
Vol 8 (5) ◽  
pp. 193
Author(s):  
Fatma Ozkur ◽  
Gokhan Duman
Keyword(s):  
Preschool Children ◽  
Social Relations ◽  
Education Program ◽  
Motor Coordination ◽  
Self Regulation ◽  
Preschool Education ◽  
Control Group ◽  
Movement Education ◽  
Visual Motor Coordination ◽  
Visual Motor

Preschool children’s visual-motor coordination skills are very valuable for their academic and social learnings. Using these skills, children have a broad movement repertoire, display better academic skills, participate in classroom activities and social relations, and develop self-regulation. Self-regulation is required for children to set their goals, purposeful planning, monitoring, and adapting. Children are natural players and they enjoy to move and play. Early childhood programs should consider supporting the visual-motor coordination in joint play situations to enhance children’s behaviors. This study used movement activities designed with embedded learning instruction to create cooperative play and increased group interactions among children. The purpose of this research was to analyze the embedded learning-based movement education program’s effects on preschool children’s visual-motor coordination and self-regulation development. For this purpose, an experimental research design with pretest-posttest, control group constructed. Control group children followed their traditional (MoNE, 2013) preschool education program while the experiment group pursued embedded learning-based movement education. Results indicated that both groups of children had significantly better (p.≤.0.05) visual-motor coordination and self-regulation skills. The difference was greater in experience group of children and the correlation was stronger between visual-motor coordination and self-regulation. It has been found that embedded learning-based movement education program positively affected preschool children’s visual-motor coordination and self-regulation.

scholarly journals Dance Movement Therapy for Clients With a Personality Disorder: A Systematic Review and Thematic Synthesis

2021 ◽  
Vol 12 ◽  
Author(s):  
S. T. Kleinlooh ◽  
R. A. Samaritter ◽  
R. M. van Rijn ◽  
G. Kuipers ◽  
J. H Stubbe
Keyword(s):  
Personality Disorder ◽  
Interpersonal Relationships ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Movement Therapy ◽  
Hierarchical Level ◽  
Therapeutic Effects ◽  
Dance Movement Therapy ◽  
Dance Movement ◽  
Thematic Synthesis

Background: People with a personality disorder (PD) suffer from enduring inflexible patterns in cognitions and emotions, leading to significant subjective distress, affecting both self and interpersonal functioning. In clinical practice, Dance Movement Therapy (DMT) is provided to clients with a PD, and although research continuously confirms the value of DMT for many populations, to date, there is very limited information available on DMT and PD. For this study, a systematic literature review on DMT and PD was conducted to identify the content of the described DMT interventions and the main treatment themes to focus upon in DMT for PD.Methods: A systematic search was conducted across the following databases: EMBASE, MEDLINE, PubMed, WEB OF SCIENCE, PsycINFO/OVID, and SCOPUS following the PRISMA guidelines. The Critical Appraisal Skills Programme for qualitative studies was used to rank the quality of the articles. The Oxford Center for Evidence-based Medicine standards were applied to determine the hierarchical level of best evidence. Quantitative content analysis was used to identify the intervention components: intended therapeutic goals, therapeutic activities leading to these goals, and suggested therapeutic effects following from these activities. A thematic synthesis approach was applied to analyze and formulate overarching themes.Results: Among 421 extracted articles, four expert opinions met the inclusion criteria. Six overarching themes were found for DMT interventions for PD: self-regulation, interpersonal relationships, integration of self, processing experiences, cognition, and expression and symbolization in movement/dance. No systematic descriptions of DMT interventions for PD were identified. A full series of intervention components could be synthesized for the themes of self-regulation, interpersonal relationships, and cognition. The use of body-oriented approaches and cognitive strategies was in favor of dance-informed approaches.Conclusions: Dance movement therapists working with PD clients focus in their interventions on body-related experiences, non-verbal interpersonal relationships, and to a lesser extent, cognitive functioning. A methodological line for all intervention components was synthesized for the themes of self-regulation, interpersonal relationships, and cognition, of importance for developing systematic intervention descriptions. Future research could focus on practitioners' expertise in applying DMT interventions for PD to develop systematic intervention descriptions and explore the suitability of the identified themes for clinical application. Clients' experiences could offer essential insights on how DMT interventions could address PD pathology and specific PD categories.

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