Metacognition and Learning最新文献

{"title":"Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions","authors":"Joep van der Graaf, Michelle Taub, Yizhou Fan","doi":"10.1007/s11409-023-09364-9","DOIUrl":"https://doi.org/10.1007/s11409-023-09364-9","url":null,"abstract":"Abstract It is important for learners to engage in self-regulated learning (SRL), as it predicts academic achievement in a wide range of disciplines. However, SRL can be difficult to enact. Therefore, scaffolds have been designed to support SRL. In our introductory article to this special issue on facilitating SRL with scaffolds, we present a framework to categorize different scaffolds, place the contributions to this special issue in the framework, present highlights from the contributions, and conclude with a discussion on designing scaffolds to facilitate SRL.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590235","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}

{"title":"Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education","authors":"Yoonhee Shin, Jaewon Jung, Hyun Ji Lee","doi":"10.1007/s11409-023-09362-x","DOIUrl":"https://doi.org/10.1007/s11409-023-09362-x","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933798","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}

{"title":"Ethnic minority multilingual young learners’ longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge","authors":"Mark Feng Teng, Lawrence Jun Zhang","doi":"10.1007/s11409-023-09360-z","DOIUrl":"https://doi.org/10.1007/s11409-023-09360-z","url":null,"abstract":"Abstract Ethnolinguistic minority students may have lower levels of metacognitive knowledge and English vocabulary knowledge than non-minority students. Nevertheless, few longitudinal studies have examined their growth trajectories of metacognitive knowledge and English vocabulary knowledge over time. Drawing upon a latent growth curve model, the present study aims to contrast two groups of students’ growth trajectories in metacognitive knowledge and breadth of English vocabulary knowledge: with a sample of 115 ethnolinguistic Yao minority and 108 ethnolinguistic majority Han students. The results showed that both groups improved their metacognitive knowledge and breadth of English vocabulary knowledge from third grade to sixth grade in a cumulative trend. Metacognitive knowledge predicted the breadth of English vocabulary knowledge throughout the examined school years. The results also highlighted differences in the students’ development of metacognitive knowledge and breadth of English vocabulary knowledge. The ethnolinguistic Yao minority students lagged behind their ethnolinguistic majority Han counterparts. The findings suggest a need for pedagogical interventions to enhance ethnolinguistic minority students’ metacognitive knowledge and English vocabulary knowledge.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617065","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}

{"title":"Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance","authors":"Matthew L. Bernacki, Megan Claire Cogliano, Shelbi L. Kuhlmann, Jenifer Utz, Christy Strong, Jonathan C. Hilpert, Jeffrey A. Greene","doi":"10.1007/s11409-023-09356-9","DOIUrl":"https://doi.org/10.1007/s11409-023-09356-9","url":null,"abstract":"Abstract Undergraduate STEM lecture courses enroll hundreds who must master declarative, conceptual, and applied learning objectives. To support them, instructors have turned to active learning designs that require students to engage in self-regulated learning (SRL). Undergraduates struggle with SRL, and universities provide courses, workshops, and digital training to scaffold SRL skill development and enactment. We examined two theory-aligned designs of digital skill trainings that scaffold SRL and how students’ demonstration of metacognitive knowledge of learning skills predicted exam performance in biology courses where training took place. In Study 1, students’ ( n = 49) responses to training activities were scored for quality and summed by training topic and level of understanding. Behavioral and environmental regulation knowledge predicted midterm and final exam grades; knowledge of SRL processes did not. Declarative and conceptual levels of skill-mastery predicted exam performance; application-level knowledge did not. When modeled by topic at each level of understanding, declarative knowledge of behavioral and environmental regulation and conceptual knowledge of cognitive strategies predicted final exam performance. In Study 2 (n = 62), knowledge demonstrated during a redesigned video-based multimedia version of behavioral and environmental regulation again predicted biology exam performance. Across studies, performance on training activities designed in alignment with skill-training models predicted course performances and predictions were sustained in a redesign prioritizing learning efficiency. Training learners’ SRL skills –and specifically cognitive strategies and environmental regulation– benefited their later biology course performances across studies, which demonstrate the value of providing brief, digital activities to develop learning skills. Ongoing refinement to materials designed to develop metacognitive processing and learners’ ability to apply skills in new contexts can increase benefits.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350677","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}

{"title":"Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes","authors":"Nathan Rickey, Christopher DeLuca, Pamela Beach","doi":"10.1007/s11409-023-09359-6","DOIUrl":"https://doi.org/10.1007/s11409-023-09359-6","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385724","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}

{"title":"Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing","authors":"Michelle Taub, Allison M. Banzon, Sierra Outerbridge, LaVonda R. Walker, Lindsey Olivera, Marissa Salas, Joel Schneier","doi":"10.1007/s11409-023-09357-8","DOIUrl":"https://doi.org/10.1007/s11409-023-09357-8","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535878","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}

{"title":"How multiple levels of metacognitive awareness operate in collaborative problem solving","authors":"Ahsen Çini, Sanna Järvelä, Muhterem Dindar, Jonna Malmberg","doi":"10.1007/s11409-023-09358-7","DOIUrl":"https://doi.org/10.1007/s11409-023-09358-7","url":null,"abstract":"Abstract Metacognitive awareness is knowing about learners’ own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members’ interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957560","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}

{"title":"Development of comprehension monitoring skill in Chinese children: evidence from eye movement and probe interviews","authors":"Kunyu Xu, Yu-Min Ku, Chenlu Ma, Chien-Hui Lin, Wan-Chen Chang","doi":"10.1007/s11409-023-09354-x","DOIUrl":"https://doi.org/10.1007/s11409-023-09354-x","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135983532","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}

{"title":"Evaluating false positive rates of standard and hierarchical measures of metacognitive accuracy","authors":"Manuel Rausch, Michael Zehetleitner","doi":"10.1007/s11409-023-09353-y","DOIUrl":"https://doi.org/10.1007/s11409-023-09353-y","url":null,"abstract":"Abstract A key aspect of metacognition is metacognitive accuracy, i.e., the degree to which confidence judgments differentiate between correct and incorrect trials. To quantify metacognitive accuracy, researchers are faced with an increasing number of different methods. The present study investigated false positive rates associated with various measures of metacognitive accuracy by hierarchical resampling from the confidence database to accurately represent the statistical properties of confidence judgements. We found that most measures based on the computation of summary-statistics separately for each participant and subsequent group-level analysis performed adequately in terms of false positive rate, including gamma correlations, meta-d′, and the area under type 2 ROC curves. Meta-d′/d′ is associated with a false positive rate even below 5%, but log-transformed meta-d′/d′ performs adequately. The false positive rate of HMeta-d depends on the study design and on prior specification: For group designs, the false positive rate is above 5% when independent priors are placed on both groups, but the false positive rate is adequate when a prior was placed on the difference between groups. For continuous predictor variables, default priors resulted in a false positive rate below 5%, but the false positive rate was not distinguishable from 5% when close-to-flat priors were used. Logistic mixed model regression analysis is associated with dramatically inflated false positive rates when random slopes are omitted from model specification. In general, we argue that no measure of metacognitive accuracy should be used unless the false positive rate has been demonstrated to be adequate.","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136191846","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}

{"title":"Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study","authors":"Janneke van de Pol, Sophie Oudman","doi":"10.1007/s11409-023-09349-8","DOIUrl":"https://doi.org/10.1007/s11409-023-09349-8","url":null,"abstract":"","PeriodicalId":47385,"journal":{"name":"Metacognition and Learning","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42422607","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}