scholarly journals Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Psychology ◽  
2017 ◽  
Vol 08 (12) ◽  
pp. 1941-1975 ◽  
Author(s):  
Georgia Stephanou ◽  
Maria-Helena Mpiontini
Keyword(s):  
Learning Style ◽  
Metacognitive Knowledge ◽  
Subsequent Performance ◽  
Performance Expectation ◽  
School Subjects ◽  
Metacognitive Regulation ◽  
Self Regulatory Learning

scholarly journals Differences in Metacognitive Regulation in Introductory Biology Students: When Prompts Are Not Enough

2015 ◽  
Vol 14 (2) ◽  
pp. ar15 ◽  
Author(s):  
Julie Dangremond Stanton ◽  
Xyanthe N. Neider ◽  
Isaura J. Gallegos ◽  
Nicole C. Clark
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Metacognitive Knowledge ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Self Evaluation ◽  
Metacognitive Development ◽  
Metacognitive Regulation ◽  
Introductory Biology Course

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.

Metacognition as a Form of Discourse Within a Community of Learners

2007 ◽  
Vol 6 (2) ◽  
pp. 248-258
Author(s):  
Maria J. Orechkina ◽  
Katherine H. Greenberg
Keyword(s):  
Theory Of Mind ◽  
Metacognitive Knowledge ◽  
Community Of Learners ◽  
Scientific Concepts ◽  
Educational Approach ◽  
Metacognitive Development ◽  
Metacognitive Regulation ◽  
Cognitive Enrichment ◽  
And Control

We explore in this article how Vygotsky’s ideas on the role of language and discourse in the formation of the higher forms of behavior can be integrated with theory of mind research and the Cognitive Enrichment Advantage educational approach for facilitating metacognitive development in children. This synthesis leads us to conclude that children’s spontaneously developed metacognitive knowledge can be brought to the level of awareness and control in a constructivist discourse about learning. The use of a metacognitive vocabulary in this discourse facilitates the development of scientific concepts about one’s mind (i.e., systematic metacognitive knowledge and independent metacognitive regulation). It is suggested that metacognition can be defined as “a form of discourse within a community of learners.”

scholarly journals The Relation of Metacognition, Personality, and Foreign Language Performance

2021 ◽  
Vol 8 (3) ◽  
pp. 103-115
Author(s):  
Nesrin ÖZTÜRK
Keyword(s):  
Foreign Language ◽  
Personality Traits ◽  
Language Use ◽  
Reading Performance ◽  
Language Instruction ◽  
Openness To Experience ◽  
Metacognitive Knowledge ◽  
Foreign Language Instruction ◽  
Language Performance ◽  
Metacognitive Regulation

Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.

scholarly journals Innovative Outlook on Metacognition in Second Language Reading

2019 ◽  
Vol 3 (4) ◽  
pp. p297
Author(s):  
Jeng-Jia Luo
Keyword(s):  
Second Language ◽  
Metacognitive Knowledge ◽  
Second Language Reading ◽  
Reading Process ◽  
Future Research ◽  
L2 Reading ◽  
Learning And Teaching ◽  
General Review ◽  
Metacognitive Regulation

This paper aims to explore the application of the metacognitive theory in second language (L2) reading process. I begin by providing a general review on the notion of metacognition and its contributions to learning and teaching. Next, I synthesize the studies which use the notion of metacognition to explore the reading process of a second language. The synthesis will be followed by an analogy of metacognitive knowledge and an analogy of metacognitive regulation. The paper ends with suggestions for future research.

scholarly journals Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance

Mathematics ◽  
2020 ◽  
Vol 8 (6) ◽  
pp. 969 ◽  
Author(s):  
Vlastimil Chytrý ◽  
Jaroslav Říčan ◽  
Petr Eisenmann ◽  
Janka Medová
Keyword(s):  
School Performance ◽  
School Success ◽  
Educational Practice ◽  
Metacognitive Knowledge ◽  
Dimensional Model ◽  
The Czech Republic ◽  
School Subjects ◽  
Zero Correlation ◽  
Mathematical Problems ◽  
Significant Factors

Metacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12–13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner’s ability to solve mathematical problems and defined as the specific sensitivity to the six particular phenomena: causality, patterns, existence and uniqueness of solution, geometric imagination, functional thinking, and perception of infinity. The main objective of the research is to explore relationships and links between metacognitive knowledge and mathematical intelligence of the learners and discover the scope of impacts of their metacognitive knowledge on the school success rate. Based on the collected answers and nearly zero correlation (r = 0.016) between the researched domains, a two-dimensional model considering the correlations between metacognitive knowledge and mathematical intelligence was designed. The developed model enables to describe an impact of the domains on the learner’s school performance within the selected school subjects, and concurrently, it emphasizes their importance within the educational practice as such.

scholarly journals Self-Assessed Metacognitive Awareness among Students of the University of Ibadan, Nigeria

2019 ◽  
Vol 9 (3) ◽  
pp. 185-193
Author(s):  
Chiaka I. Anumudu ◽  
Adewale Adebayo ◽  
Aanu Gboyega-Tokunbo ◽  
Henrietta Awobode ◽  
Raphael D. Isokpehi
Keyword(s):  
Metacognitive Knowledge ◽  
Metacognitive Awareness ◽  
Traditional Classrooms ◽  
Online Classrooms ◽  
Metacognitive Regulation ◽  
Study Population ◽  
Regulation Of Cognition ◽  
The University ◽  
Metacognitive Awareness Inventory ◽  
Level Of Agreement

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.

scholarly journals Effects of Metacognition on Performance in Mathematics and Language- Multiple Mediation of Hope and General Self-Efficacy

2019 ◽  
Vol 11 (4) ◽  
pp. 30
Author(s):  
Georgia Stephanou ◽  
Fotini Tsoni
Keyword(s):  
School Performance ◽  
Self Efficacy ◽  
Primary Schools ◽  
Metacognitive Knowledge ◽  
Future Research ◽  
Positive Effects ◽  
Metacognitive Regulation ◽  
The Impact ◽  
General Self Efficacy

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.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

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