Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Stephanie M Halmo, Kira A Yamini, Julie Dangremond Stanton
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Abstract

Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students' metacognition and self-efficacy while they solved challenging problems, and asked: 1) What metacognitive regulation skills are evident when first-year life science students solve problems on their own? and 2) What aspects of learning self-efficacy do first-year life science students reveal when they solve problems on their own? Think-aloud interviews were conducted with 52 first-year life science students across three institutions and analyzed using content analysis. Our results reveal that while first-year life science students plan, monitor, and evaluate when solving challenging problems, they monitor in a myriad of ways. One aspect of self-efficacy, which we call self-coaching, helped students move past the discomfort of monitoring a lack of understanding so they could take action. These verbalizations suggest ways we can encourage students to couple their metacognitive skills and self-efficacy to persist when faced with challenging problems. Based on our findings, we offer recommendations for helping first-year life science students develop and strengthen their metacognition to achieve improved problem-solving performance.

行动中的元认知和自我效能:一年级学生如何在解决问题的过程中监控并使用自我辅导来克服元认知上的不适。
较强的元认知调节能力和较高的自我效能感与学习成绩的提高有关。元认知和自我效能感的研究主要采用回顾性方法,但这些方法限制了对学生即时元认知和自我效能感的了解。我们调查了一年级生命科学学生在解决具有挑战性的问题时的元认知和自我效能感,并提出了以下问题:1)一年级生命科学学生在自主解决问题时表现出哪些元认知调节技能? 2)一年级生命科学学生在自主解决问题时表现出哪些方面的学习自我效能感?我们对三所院校的 52 名一年级生命科学学生进行了思考-朗读访谈,并使用内容分析法进行了分析。我们的结果显示,生命科学一年级学生在解决具有挑战性的问题时,会进行计划、监控和评估,但他们的监控方式多种多样。自我效能感的一个方面,我们称之为 "自我辅导",它帮助学生克服了监测缺乏理解的不适感,从而使他们能够采取行动。这些言语表明,我们可以鼓励学生在面对具有挑战性的问题时,将元认知技能和自我效能感结合起来,坚持下去。基于我们的研究结果,我们提出了帮助生命科学一年级学生发展和加强元认知以提高问题解决能力的建议。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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