All “wrapped” up in reflection: supporting metacognitive awareness to promote students’ self-regulated learning

Ayuni Ratnayake, Aditi Bansal, Natalie Wong, Theluckshan Saseetharan, Sapolnach Prompiengchai, Amy Jenne, Jeneni Thiagavel, Aarthi Ashok
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Abstract

ABSTRACT Self-regulated learning (SRL) is the process of utilizing effective strategies to acquire knowledge or skills and is influenced by motivation, metacognitive processing, and study-related behaviors. We hypothesized that by using survey tools that allow reflection on and refinement of students’ study strategies, we could nurture metacognitive skill development, encourage positive motivation and study-related behaviors, and hence promote academic success. Undergraduate students in a semester-long, second-year biology course were provided with resources to promote SRL and three survey instruments that encouraged them to create study plans and reflect on the effectiveness of their study strategies. Using a student-partnered approach, we sought to investigate the role of metacognition, motivation, and study-related behaviors on academic performance by (i) identifying the self-regulated learning strategies most utilized by students, (ii) investigating the role of reflection in enhancing metacognitive processing and academic performance, and (iii) understanding whether students created and/or modified their study strategies as an outcome of self-regulation. Survey responses allowed us to understand the repertoire of study strategies used by students. Our analyses suggest that students demonstrated metacognitive skill development through the use of the resources and reflection instruments, as they accurately reported on the effectiveness of their study strategies and indicated future plans to shift study-related behaviors from passive to active reviewing techniques. Students across the grade spectrum perceived the reflection instruments as beneficial in identifying areas of improvement and developing long-term study habits, suggesting that these instruments were effective in promoting metacognitive skill development for a variety of student learners. We conclude that supporting students with resources that promote SRL and providing opportunities for timely reflection can promote metacognitive skill development, a key feature of academic success.
全部 "包裹 "在反思中:支持元认知意识,促进学生的自我调节学习
摘要 自我调节学习(SRL)是利用有效策略获取知识或技能的过程,受学习动机、元认知处理和学习相关行为的影响。我们假设,通过使用调查工具对学生的学习策略进行反思和改进,可以促进元认知技能的发展,鼓励积极的学习动机和与学习相关的行为,从而促进学业成功。在为期一学期的二年级生物课程中,我们为本科生提供了促进自学能力学习的资源和三种调查工具,鼓励他们制定学习计划并反思学习策略的有效性。我们采用学生合作的方法,试图通过以下途径研究元认知、学习动机和学习相关行为对学习成绩的影响:(i) 确定学生最常用的自我调节学习策略;(ii) 研究反思在提高元认知处理和学习成绩方面的作用;(iii) 了解学生是否在自我调节的基础上制定和/或修改了学习策略。通过调查问卷,我们了解了学生使用的学习策略。我们的分析表明,学生通过使用资源和反思工具,展示了元认知技能的发展,因为他们准确地报告了自己学习策略的有效性,并表示今后计划将与学习有关的行为从被动的复习技巧转变为主动的复习技巧。不同年级的学生都认为反思工具有利于确定需要改进的地方和培养长期的学习习惯,这表明这些工具能有效促进不同学生的元认知技能发展。我们的结论是,利用促进自学能力学习的资源为学生提供支持,并提供及时反思的机会,可以促进元认知技能的发展,这是学业成功的一个关键特征。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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