Metacognition and Learning最新文献

Knowledge exploration among students: role of feedback, feeling of confidence, and academic motivation 学生的知识探索：反馈、自信感和学习动机的作用

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-09-09 DOI: 10.1007/s11409-024-09404-y

Jaya Shukla, Ram Manohar Singh

{"title":"Knowledge exploration among students: role of feedback, feeling of confidence, and academic motivation","authors":"Jaya Shukla, Ram Manohar Singh","doi":"10.1007/s11409-024-09404-y","DOIUrl":"https://doi.org/10.1007/s11409-024-09404-y","url":null,"abstract":"Knowledge exploration refers to actively seeking information, ideas, and experiences, often beyond immediate task requirements. Previous research on exploratory behaviour has predominantly focused on visual and perceptual forms of exploration, overlooking the academic aspect, where the aim is to bridge knowledge gaps. To test the effect of task and individual factors on knowledge exploration, an experimental study was conducted on 100 high school students in two sessions. In the first session, participants answered 15 multiple-choice questions without receiving immediate feedback but were given the opportunity to explore the answers. In the second session, immediate feedback was provided after each response. The results indicated that knowledge exploration was more likely to occur when students answered the questions wrongly, and the feedback on the accuracy of answers significantly enhanced knowledge exploration for incorrect answers. Session 2 also investigated the impact of factors such as Feeling of Confidence (FOC), confidence error, and intrinsic and extrinsic academic motivation on knowledge exploration. A multilevel ordinal logit model was employed to analyse the within-person and between-person relationships among these variables. The findings revealed that FOC, confidence error, and intrinsic motivation positively predicted knowledge exploration, whereas extrinsic motivation had a negative effect. These findings have significant implications for educational practice and policy. Educators can structure their course materials to cultivate students’ metacognitive awareness, thereby promoting deep engagement and enhancing their learning experience.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"29 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142189292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms 自我调节策略开发的有效性：潜在的认知和元认知机制

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-08-28 DOI: 10.1007/s11409-024-09398-7

Jonathan Fernandez, Jessica Guilbert

{"title":"Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms","authors":"Jonathan Fernandez, Jessica Guilbert","doi":"10.1007/s11409-024-09398-7","DOIUrl":"https://doi.org/10.1007/s11409-024-09398-7","url":null,"abstract":"Self-Regulated Strategy Development (SRSD) is a method designed to explicitly teach students self-regulation skills and help them implement them. While SRSD’s beneficial effect on writing quality has been confirmed in a large body of literature, the questions of why, how, and for whom SRSD works remain unclear. To investigate the underlying cognitive and metacognitive mechanisms, and identify the factors that potentially moderate SRSD’s effectiveness, we compared fourth- and fifth-graders who either received regular writing instruction or underwent an SRSD intervention in a quasi-experimental setting. Students’ abilities to plan, write quality texts, and self-evaluate were measured. Factors that have been demonstrated to be related to writing abilities were assessed to study whether they might facilitate or hinder acquisition of strategies taught in the SRSD intervention. The results indicated that compared with students who received regular writing instruction, students who underwent the SRSD intervention produced higher-quality texts and evaluated their texts’ quality more accurately, despite persistent overestimation. Mediation analyses indicated that progress in producing high-quality texts was explained by improvements in students’ planning skills, enabling them to write stories that were better-structured and contained more ideas. However, the results also indicated that some students under the SRSD condition struggled to implement the planning strategies they were taught, particularly students with poor working memory. Recommendations for optimizing the SRSD intervention’s effectiveness in developing all students’ writing skills are discussed.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"10 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142189285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of metacognitive monitoring and control skills in elementary school: a latent profile approach 小学元认知监测和控制技能的发展：潜在特征分析方法

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-08-24 DOI: 10.1007/s11409-024-09400-2

Mariëtte van Loon, Claudia M. Roebers

{"title":"Development of metacognitive monitoring and control skills in elementary school: a latent profile approach","authors":"Mariëtte van Loon, Claudia M. Roebers","doi":"10.1007/s11409-024-09400-2","DOIUrl":"https://doi.org/10.1007/s11409-024-09400-2","url":null,"abstract":"This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses), effective restudy selections, and accuracy of response maintenance/withdrawal decisions. These indicators were measured for two tasks (text comprehension and Kanji memory) at two measurement points one year apart. Participants were 151 second graders (M age 7.61 years) and 176 fourth graders (M age 9.62 years). With latent profile analyses, distinct metacognition profiles were found for both grade levels at both measurement points. Children showed heterogeneity in the proficiency of metacognition but also in the extent to which metacognitive skills were generalizable across the two tasks. For second-grade children, being low at metacognition at the first measurement point was not associated with extra risks for low metacognition one year later. However, for fourth graders, children with low metacognitive skills appeared likely to stay low in metacognition over time and particularly showed ineffective restudy decisions. This indicates that they seemed at risk for a longer-term metacognitive deficiency. Findings may improve understanding of the heterogeneity of metacognition and support distinguishing typical from at-risk metacognitive development.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"12 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142189286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race 在学习生物学与人类关系的过程中对本质论的元认知反思

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-08-05 DOI: 10.1007/s11409-024-09394-x

Gastón Pérez, Leonardo González Galli

{"title":"Metacognitive reflections on essentialism during the learning of the relationship between biology and the human race","authors":"Gastón Pérez, Leonardo González Galli","doi":"10.1007/s11409-024-09394-x","DOIUrl":"https://doi.org/10.1007/s11409-024-09394-x","url":null,"abstract":"Developing metacognition in students is essential for fostering critical thinking in school. One of the skills necessary to achieve this goal is the cultivation of metacognitive vigilance—a potential means to regulate some ways of thinking held by individuals. Of particular importance is essentialism, as it underlies discourses such as racism and also hinders the comprehension of various biological models. In this paper, we aim to characterize the metacognitive regulations on essentialism made by high school students from Buenos Aires, Argentina. This exploration occurred within the context of a didactic sequence on the relationship between biology and human races, designed to promote metacognitive vigilance. Employing a qualitative approach, various types of metacognitive reflections were identified. These reflections reveal that some of the students consciously identified instances of essentialism in their daily lives, assessed its legitimacy, and constructed alternative explanations by drawing from biological models. These findings underscore the importance of nurturing metacognition as a means to deconstruct hegemonic and common-sense discourses, including those rooted in racism.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"59 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141947604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

On the confidence-accuracy relationship in memory: inferential, direct access, or indirect access? 记忆中的置信度与准确度关系：推理、直接访问还是间接访问？

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-07-26 DOI: 10.1007/s11409-024-09399-6

Chris M. Fiacconi

{"title":"On the confidence-accuracy relationship in memory: inferential, direct access, or indirect access?","authors":"Chris M. Fiacconi","doi":"10.1007/s11409-024-09399-6","DOIUrl":"https://doi.org/10.1007/s11409-024-09399-6","url":null,"abstract":"The relationship between confidence and accuracy has long been an important and controversial topic within the field of human memory. In a recent review article, Schwartz (2024). Inferential theories of retrospective confidence. Metacognition & Learning.) competently summarized some of the key empirical findings on this issue and clearly articulated two different extant theoretical approaches to understanding this relationship. The direct access view states that one’s confidence in a memory is tied directly to the strength of the encoded memory trace, predicting a strong and near ubiquitous positive relationship between confidence and accuracy. In contrast, the inferential view holds that confidence is inferred from the heuristic use of available cues, and that any positive relationship between confidence and accuracy stems from the use of cues that correlate positively with accuracy. Here, I propose an alternative view that blends aspects of both accounts. Termed the indirect access account, I argue that memory signals and their experiential correlates form the basis of confidence judgments. This approach anticipates reported dissociations between confidence and accuracy, and accommodates a broad range of empirical findings. By this view, rare instances of weak confidence-accuracy relationships stem from strong misleading memory signals that experientially mimic strong accurate memory signals. Because strong memory signals are largely accurate, this view predicts a pervasive and robust positive relationship between confidence and accuracy.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"68 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis 元认知、数学建模能力与 7-8 年级数学成绩之间的纵向和互惠联系：跨滞后面板分析

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-07-22 DOI: 10.1007/s11409-024-09397-8

Guohao He, Hongyi Lin, Aoxue Su

{"title":"Longitudinal and reciprocal links between metacognition, mathematical modeling competencies, and mathematics achievement in grades 7–8: A cross-lagged panel analysis","authors":"Guohao He, Hongyi Lin, Aoxue Su","doi":"10.1007/s11409-024-09397-8","DOIUrl":"https://doi.org/10.1007/s11409-024-09397-8","url":null,"abstract":"The relevance of metacognition and mathematical modeling competencies to the development of good mathematics achievement throughout schooling is well-documented. However, few studies have explored the longitudinal relationship among metacognition, mathematical modeling competencies, and mathematics achievement. More importantly, the existing research has mostly focused on unidirectional effects with metacognition typically modelled as antecedents of mathematical modeling competencies and mathematics achievement. Nevertheless, the relationships among metacognition, mathematical modeling competencies, and mathematics achievement may be dynamic, and variables might reciprocally influence each other. Hence, we conducted a longitudinal study examining the reciprocal associations between metacognition, mathematical modeling competencies, and mathematics achievement. To this end, we recruited 408 seventh-grade students to complete a metacognition-related questionnaire and a mathematical modeling competencies test concurrently. This procedure was repeated one year later. A cross-lagged panel analysis showed four main findings: (a) metacognition in Grade 7 longitudinally predicted mathematical modeling competencies in Grade 8; (b) mathematical modeling competencies in Grade 7 longitudinally predicted metacognition and mathematics achievement; (c) higher levels of mathematics achievement drive the subsequent shaping of metacognition and mathematical modeling competencies; (d) There were no gender differences among metacognition, mathematical modeling competencies, and mathematics achievement. Finally, theoretical and practical implications are discussed.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"61 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted? 将教师和学生的自我调节学习动机联系起来：是否存在信号，信号如何传递？

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-07-20 DOI: 10.1007/s11409-024-09393-y

Johannes Jud, Yves Karlen, Carmen Nadja Hirt

{"title":"Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?","authors":"Johannes Jud, Yves Karlen, Carmen Nadja Hirt","doi":"10.1007/s11409-024-09393-y","DOIUrl":"https://doi.org/10.1007/s11409-024-09393-y","url":null,"abstract":"Teachers’ motivation is a core professional competence that influences their choices in their decision-making, such as promoting self-regulated learning (SRL). Promoting SRL supports students’ SRL development and might affect students’ motivation to apply strategies. However, the link between teachers’ motivation to promote SRL and students’ motivation to apply strategies has yet to be empirically investigated. In a multilevel analysis that included 167 lower secondary teachers and their 2,785 students, we analysed the direct and indirect relationships between teachers’ self-efficacy and attainment value, the teacher- and student-reported SRL promotion and students’ self-efficacy, utility value, attainment value and cost at the class and individual level. Additionally, we investigated the contribution of teacher- and student-reported SRL promotion to find indirect relations. Teachers’ self-efficacy was related to teacher-reported SRL promotion, and student-reported SRL promotion was associated with all motivational outcomes at the class and student level except for cost. Further, we found indirect effects between teachers’ self-efficacy for SRL promotion and students’ values and self-efficacy for SRL via teachers- and students-perceived SRL promotion. No direct effects between teacher and student motivation could be found, and no significant indirect relationships were found for the cost aspect. Regarding how the signal is transmitted, the results show that including student reports of SRL promotion is especially crucial to finding indirect links. However, future studies should employ longitudinal designs and incorporate more nuanced teacher and student motivation measures in SRL to better understand the motivational links between teachers and students.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"39 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inferential theories of retrospective confidence 追溯信心的推理理论

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-07-19 DOI: 10.1007/s11409-024-09396-9

Bennett L. Schwartz

{"title":"Inferential theories of retrospective confidence","authors":"Bennett L. Schwartz","doi":"10.1007/s11409-024-09396-9","DOIUrl":"https://doi.org/10.1007/s11409-024-09396-9","url":null,"abstract":"Retrospective confidence refers to the phenomenological experience of the level of certainty that retrieved information is, in fact, correct. Retrospective confidence judgments are examined across a range of sub-disciplines in psychology from perception to memory research, and in education and legal applications. This paper focuses on retrospective confidence judgments directed at memory. Typically, retrospective confidence judgments are explained by direct-access models. Direct-access models postulate that people have direct access to the strength of the retrieved memory. In contrast, inferential models posit that people use accessible heuristic cues to determine their retrospective confidence judgments. This paper outlines existing models from both the direct-access approach and the inferential approach. I then present the outcomes of studies that support the need to include inferential models in any explanation of retrospective confidence judgments. These heuristics include cue and encoding fluency, retrieval fluency, retrieval of related information, vividness of the retrieval, and self-consistency. I then present an integrative model to account for how retrospective confidence judgments are made.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"17 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141737897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening 元认知意识工具在第二语言听力中的可靠性荟萃分析

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-07-04 DOI: 10.1007/s11409-024-09392-z

Jiayu Zhai, Vahid Aryadoust

{"title":"A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening","authors":"Jiayu Zhai, Vahid Aryadoust","doi":"10.1007/s11409-024-09392-z","DOIUrl":"https://doi.org/10.1007/s11409-024-09392-z","url":null,"abstract":"Metacognitive awareness is essential in regulating second language (L2) listening and has been predominantly assessed by a multidimensional instrument named the Metacognitive Awareness Listening Questionnaire (MALQ). Since previous studies have yielded inconclusive evidence concerning the generalization of MALQ, it is important to examine the overall reliability of the MALQ measures from a meta-analytical perspective. The purpose of the study was to examine variability in the reliability of MALQ measures in the field of L2 listening. A meta-analytic reliability generalization (RG) was conducted to synthesize Cronbach’s alpha coefficients derived from 45 studies that used MALQ. The results showed that the aggregated reliability estimate was 0.80 for MALQ measures, with four out of the five subscales having an aggregate reliability coefficient larger than 0.7, i.e., 0.73 for mental translation, 0.74 for planning and evaluating, 0.71 for person knowledge, and 0.79 for problem-solving. On the other hand, the reliability of directed attention was 0.68, falling short of meeting the minimum requirement of 0.70. In addition, as a high degree of heterogeneity was found in the studies included, a mixed effect meta-regression was performed, identifying four moderators affecting the reliability of MALQ measures: publication year, educational setting, participants’ L1, and L2 proficiency level. We further found evidence for publication bias in the included publications. Suggestions for future research are provided.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"27 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Professional learning for preservice science teachers: shifts in self-regulated learning practices and questioning skills 职前科学教师的专业学习：自我调节学习方法和提问技巧的转变

IF 3.3 2区教育学

Metacognition and Learning Pub Date : 2024-07-01 DOI: 10.1007/s11409-024-09390-1

Hong H. Tran, Daniel K. Capps, Timothy J. Cleary

{"title":"Professional learning for preservice science teachers: shifts in self-regulated learning practices and questioning skills","authors":"Hong H. Tran, Daniel K. Capps, Timothy J. Cleary","doi":"10.1007/s11409-024-09390-1","DOIUrl":"https://doi.org/10.1007/s11409-024-09390-1","url":null,"abstract":"This multi-case study investigated self-regulation of preservice science teachers’ (PSTs), focusing on their ability to learn from their own teaching experiences and to regulate teaching practices to pose higher-level cognitive questions. The participants were three PSTs enrolled in a certification program for teaching secondary science, representing low, intermediate, and high self-regulated learning (SRL). Data were collected from classroom materials, semi-structured interviews on planning classroom questions, classroom observations, classroom audio recordings, and semi-structured interviews on enacting questions. The findings revealed that while each case exhibited unique characteristics, all PSTs demonstrated improvements in their SRL practices and questioning. The analysis highlighted PSTs’ SRL practices in planning and enacting classroom questions, suggesting ways to enhance PSTs’ questioning skills through the integration of SRL into teacher preparation. Furthermore, the findings underscored the importance of university supervisors and cooperating teachers tailoring their coaching to PSTs based on their initial SRL skills and utilizing well-defined models of SRL development for guidance.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":"217 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0