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Sample records for metacognitive engineering teams

  1. The Impact of Structured Writing and Developing Awareness of Learning Preferences on the Performance and Attitudes of Engineering Teams

    Science.gov (United States)

    Dahm, Kevin; Newell, James; Newell, Heidi; Harvey, Roberta

    2009-01-01

    This paper discusses efforts to develop metacognition in teams of engineering students by: first, exploring personal learning patterns, and second, ongoing biweekly journaling exercises. Thirty-three junior and senior engineering students (30 chemical engineer, one each from mechanical, civil and electrical) working on semester-long projects in…

  2. Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall

    Science.gov (United States)

    Roberts, Greg; Scammacca, Nancy; Osman, David J.; Hall, Colby; Mohammed, Sarojani S.; Vaughn, Sharon

    2014-01-01

    Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, "Journal of Experimental…

  3. Team Regulation in a Simulated Medical Emergency: An In-Depth Analysis of Cognitive, Metacognitive, and Affective Processes

    Science.gov (United States)

    Duffy, Melissa C.; Azevedo, Roger; Sun, Ning-Zi; Griscom, Sophia E.; Stead, Victoria; Crelinsten, Linda; Wiseman, Jeffrey; Maniatis, Thomas; Lachapelle, Kevin

    2015-01-01

    This study examined the nature of cognitive, metacognitive, and affective processes among a medical team experiencing difficulty managing a challenging simulated medical emergency case by conducting in-depth analysis of process data. Medical residents participated in a simulation exercise designed to help trainees to develop medical expertise,…

  4. Understanding the modeling skill shift in engineering: the impact of self-efficacy, epistemology, and metacognition

    Science.gov (United States)

    Yildirim, Tuba Pinar

    A focus of engineering education is to prepare future engineers with problem solving, design and modeling skills. In engineering education, the former two skill areas have received copious attention making their way into the ABET criteria. Modeling, a representation containing the essential structure of an event in the real world, is a fundamental function of engineering, and an important academic skill that students develop during their undergraduate education. Yet the modeling process remains under-investigated, particularly in engineering, even though there is an increasing emphasis on modeling in engineering schools (Frey 2003). Research on modeling requires a deep understanding of multiple perspectives, that of cognition, affect, and knowledge expansion. In this dissertation, the relationship between engineering modeling skills and students' cognitive backgrounds including self-efficacy, epistemic beliefs and metacognition is investigated using model-eliciting activities (MEAs). Data were collected from sophomore students at two time periods, as well as senior engineering students. The impact of each cognitive construct on change in modeling skills was measured using a growth curve model at the sophomore level, and ordinary least squares regression at the senior level. Findings of this dissertation suggest that self-efficacy, through its direct and indirect (moderation or interaction term with time) impact, influences the growth of modeling abilities of an engineering student. When sophomore and senior modeling abilities are compared, the difference can be explained by varying self-efficacy levels. Epistemology influences modeling skill development such that the more sophisticated the student beliefs are, the higher the level of modeling ability students can attain, after controlling for the effects of conceptual learning, gender and GPA. This suggests that development of modeling ability may be constrained by the naivete of one's personal epistemology

  5. Teaching Engineering Students Team Work

    Science.gov (United States)

    Levi, Daniel

    1998-01-01

    The purpose of this manual is to provide professor's in engineering classes which the background necessary to use student team projects effectively. This manual describes some of the characteristics of student teams and how to use them in class. It provides a set of class activities and films which can be used to introduce and support student teams. Finally, a set of teaching modules used in freshmen, sophomore, and senior aeronautical engineering classes are presented. This manual was developed as part of a NASA sponsored project to improve the undergraduate education of aeronautical engineers. The project has helped to purchase a set of team work films which can be checked out from Cal Poly's Learning Resources Center in the Kennedy Library. Research for this project has included literature reviews on team work and cooperative learning; interviews, observations, and surveys of Cal Poly students from Industrial and Manufacturing Engineering, Aeronautical Engineering and Psychology; participation in the Aeronautical Engineering senior design lab; and interviews with engineering faculty. In addition to this faculty manual, there is a student team work manual which has been designed to help engineering students work better in teams.

  6. Biomedical engineering education through global engineering teams.

    Science.gov (United States)

    Scheffer, C; Blanckenberg, M; Garth-Davis, B; Eisenberg, M

    2012-01-01

    Most industrial projects require a team of engineers from a variety of disciplines. The team members are often culturally diverse and geographically dispersed. Many students do not acquire sufficient skills from typical university courses to function efficiently in such an environment. The Global Engineering Teams (GET) programme was designed to prepare students such a scenario in industry. This paper discusses five biomedical engineering themed projects completed by GET students. The benefits and success of the programme in educating students in the field of biomedical engineering are discussed.

  7. Characterizing Distributed Concurrent Engineering Teams: A Descriptive Framework for Aerospace Concurrent Engineering Design Teams

    Science.gov (United States)

    Chattopadhyay, Debarati; Hihn, Jairus; Warfield, Keith

    2011-01-01

    As aerospace missions grow larger and more technically complex in the face of ever tighter budgets, it will become increasingly important to use concurrent engineering methods in the development of early conceptual designs because of their ability to facilitate rapid assessments and trades in a cost-efficient manner. To successfully accomplish these complex missions with limited funding, it is also essential to effectively leverage the strengths of individuals and teams across government, industry, academia, and international agencies by increased cooperation between organizations. As a result, the existing concurrent engineering teams will need to increasingly engage in distributed collaborative concurrent design. This paper is an extension of a recent white paper written by the Concurrent Engineering Working Group, which details the unique challenges of distributed collaborative concurrent engineering. This paper includes a short history of aerospace concurrent engineering, and defines the terms 'concurrent', 'collaborative' and 'distributed' in the context of aerospace concurrent engineering. In addition, a model for the levels of complexity of concurrent engineering teams is presented to provide a way to conceptualize information and data flow within these types of teams.

  8. International virtual teams engineering global success

    CERN Document Server

    Brewer, P

    2015-01-01

    As a complete guide to international virtual team communication with practical problem-solving strategies, this book is a must read for managers and engineers in all stages of their professional development This book provides essential information for creating and maintaining successful international virtual teams for those who manage, participate in, or train others in international virtual teaming. Based on new studies in engineering communication, this book presents processes and principles that can help managers and engineers establish global virtual teams that work, assess the virtual team climate, and maintain the effectiveness of virtual teams across cultural boundaries. It provides knowledge and tools necessary to understand the variable contexts of global virtual teams, so that organizations are able to respond to inevitable changes in technology and the global marketplace.

  9. Consequences of team charter quality: Teamwork mental model similarity and team viability in engineering design student teams

    Science.gov (United States)

    Conway Hughston, Veronica

    Since 1996 ABET has mandated that undergraduate engineering degree granting institutions focus on learning outcomes such as professional skills (i.e. solving unstructured problems and working in teams). As a result, engineering curricula were restructured to include team based learning---including team charters. Team charters were diffused into engineering education as one of many instructional activities to meet the ABET accreditation mandates. However, the implementation and execution of team charters into engineering team based classes has been inconsistent and accepted without empirical evidence of the consequences. The purpose of the current study was to investigate team effectiveness, operationalized as team viability, as an outcome of team charter implementation in an undergraduate engineering team based design course. Two research questions were the focus of the study: a) What is the relationship between team charter quality and viability in engineering student teams, and b) What is the relationship among team charter quality, teamwork mental model similarity, and viability in engineering student teams? Thirty-eight intact teams, 23 treatment and 15 comparison, participated in the investigation. Treatment teams attended a team charter lecture, and completed a team charter homework assignment. Each team charter was assessed and assigned a quality score. Comparison teams did not join the lecture, and were not asked to create a team charter. All teams completed each data collection phase: a) similarity rating pretest; b) similarity posttest; and c) team viability survey. Findings indicate that team viability was higher in teams that attended the lecture and completed the charter assignment. Teams with higher quality team charter scores reported higher levels of team viability than teams with lower quality charter scores. Lastly, no evidence was found to support teamwork mental model similarity as a partial mediator of the team charter quality on team viability

  10. Development of Environmental Knowledge, Team Working Skills and Desirable Behaviors on Environmental Conservation of Matthayomsuksa 6 Students Using Good Science Thinking Moves Method with Metacognition Techniques

    Science.gov (United States)

    Ladawan, Charinrat; Singseewo, Adisak; Suksringarm, Paitool

    2015-01-01

    The research aimed to investigate environmental knowledge, team working skills, and desirable behaviors of students learning through the good science thinking moves method with metacognition techniques. The sample group included Matthayomsuksa 6 students from Nadoon Prachasan School, Nadoon District, Maha Sarakham Province. The research tools were…

  11. Teaching Empirical Software Engineering Using Expert Teams

    DEFF Research Database (Denmark)

    Kuhrmann, Marco

    2017-01-01

    Empirical software engineering aims at making software engineering claims measurable, i.e., to analyze and understand phenomena in software engineering and to evaluate software engineering approaches and solutions. Due to the involvement of humans and the multitude of fields for which software...... is crucial, software engineering is considered hard to teach. Yet, empirical software engineering increases this difficulty by adding the scientific method as extra dimension. In this paper, we present a Master-level course on empirical software engineering in which different empirical instruments...... an extra specific expertise that they offer as service to other teams, thus, fostering cross-team collaboration. The paper outlines the general course setup, topics addressed, and it provides initial lessons learned....

  12. Tinkering self-efficacy and team interaction on freshman engineering design teams

    Science.gov (United States)

    Richardson, Arlisa Labrie

    This study utilizes Bandura's theory of self-efficacy as a framework to examine the development of tinkering skills white working on a freshman engineering design team. The four sources of self-efficacy were analyzed in the context of tinkering within the design team. The research question, 'Does tinkering self-efficacy change for female students during the Freshman Engineering Design class while working on mixed sex teams?', was addressed using quantitative data collection and field observations. Approximately 41 students enrolled in a freshman engineering design class at a public university in the southwest participated by providing self-reports about their tinkering involvement during each design project. In addition, three mixed-sex student teams were observed while working to complete the course design projects. An observation protocol based on Bandura's sources of self efficacy, was used to document tinkering interactions within the three observed teams. The results revealed that Bandura's sources of self-efficacy influenced tinkering involvement. The self-efficacy source, performance accomplishment measured through prior tinkering experience, was the most influential on tinkering involvement. Unlike Bandura's ranking of influence, verbal persuasion was shown to correlate with more tinkering behaviors than the observation of others. The number of females on a team had no impact on tinkering involvement. Tinkering involvement did not change as students progressed from one project to another. However, the competitive nature of the design project appeared to have a negative impact on tinkering involvement and the division of tasks within the team. In addition, a difference was found in the female students' perception of their tinkering involvement and observation of their tinkering involvement. The findings suggest that effective implementation of teamwork including teamwork preparation, more emphasis on the design process and the elimination of competition

  13. Global Engineering Teams--A Programme Promoting Teamwork in Engineering Design and Manufacturing

    Science.gov (United States)

    Oladiran, M. T.; Uziak, J.; Eisenberg, M.; Scheffer, C.

    2011-01-01

    Engineering graduates are expected to possess various competencies categorised into hard and soft skills. The hard skills are acquired through specific coursework, but the soft skills are often treated perfunctorily. Global Engineering Teams (GET) is a programme that promotes project-oriented tasks in virtual student teams working in collaboration…

  14. Psychological Safety and Norm Clarity in Software Engineering Teams

    OpenAIRE

    Lenberg, Per; Feldt, Robert

    2018-01-01

    In the software engineering industry today, companies primarily conduct their work in teams. To increase organizational productivity, it is thus crucial to know the factors that affect team effectiveness. Two team-related concepts that have gained prominence lately are psychological safety and team norms. Still, few studies exist that explore these in a software engineering context. Therefore, with the aim of extending the knowledge of these concepts, we examined if psychological safety and t...

  15. Global engineering teams - a programme promoting teamwork in engineering design and manufacturing

    Science.gov (United States)

    Oladiran, M. T.; Uziak, J.; Eisenberg, M.; Scheffer, C.

    2011-05-01

    Engineering graduates are expected to possess various competencies categorised into hard and soft skills. The hard skills are acquired through specific coursework, but the soft skills are often treated perfunctorily. Global Engineering Teams (GET) is a programme that promotes project-oriented tasks in virtual student teams working in collaboration with industry partners. Teamwork is a major success factor for GET as students always work in groups of varying sizes. A questionnaire-based survey of the 2008 cohort of GET students was conducted to assess teamwork, communication and conflict resolution among group members. The results confirmed that deliverables are readily achieved in teams and communication was open. A challenge of using virtual teams is the availability of high-speed Internet access. The GET programme shows that it is possible to deliver engineering design and manufacturing via industry/university collaboration. The programme also facilitates multidisciplinary teamwork at an international level.

  16. Shared Leadership and Team Creativity: A Social Network Analysis in Engineering Design Teams

    Directory of Open Access Journals (Sweden)

    Qiong Wu

    2016-06-01

    Full Text Available This research explores the relationship between shared leadership and creativity in engineering design teams. To do this, a social network perspective was adopted using four measures to assess key elements of shared leadership networks. These are (a network density, (b centralization, (c efficiency and (d strength. Data was collected from a sample of 22 engineering design teams who adopt a shared leadership approach. Our results support previous findings that the density of a shared leadership network is positively related to team creativity. In contrast, we learned that centralization exerts a negative influence on it. Moreover, while we found that there is no evidence to support a positive correlation between efficiency and team creativity, we demonstrate an inverted U-shaped relationship between strength and team creativity in a shared leadership network. These findings are important because they add to the academic debate in the shared leadership area and provide valuable insights for managers.

  17. Team and Project Work in Engineering Practices

    Directory of Open Access Journals (Sweden)

    Anders Buch

    2015-11-01

    Full Text Available In this article, we investigate teamwork amongst professionals in engineering consultancy companies in order to discern how teamwork affects the collaboration and work practices of the professionals. The article investigates how professional engineering practices are enacted in two engineering consultancy companies in Denmark where teamwork has been or is an ideal for organizing work. Through a practice-based lens, the article sets out to investigate, firstly, how discourses about team and project work affect engineering work practices; secondly, how technologymediated management is reconciled in teamwork practices; and thirdly, how team and project work affect engineering professionalism and collaborative work practices. A practice theoretical framework informs the analysis. Teamwork is investigated as a phenomenon enacted through the sayings, doings and relatings of practitioners in landscapes of practices and the interconnectedness of the practices is traced through the setup of specific ecologies in the sites.

  18. Effects of Simulation With Problem-Based Learning Program on Metacognition, Team Efficacy, and Learning Attitude in Nursing Students: Nursing Care With Increased Intracranial Pressure Patient.

    Science.gov (United States)

    Lee, Myung-Nam; Nam, Kyung-Dong; Kim, Hyeon-Young

    2017-03-01

    Nursing care for patients with central nervous system problems requires advanced professional knowledge and care skills. Nursing students are more likely to have difficulty in dealing with adult patients who have severe neurological problems in clinical practice. This study investigated the effect on the metacognition, team efficacy, and learning attitude of nursing students after an integrated simulation and problem-based learning program. A real scenario of a patient with increased intracranial pressure was simulated for the students. The results showed that this method was effective in improving the metacognitive ability of the students. Furthermore, we used this comprehensive model of simulation with problem-based learning in order to assess the consequences of student satisfaction with the nursing major, interpersonal relationships, and importance of simulation-based education in relation to the effectiveness of the integrated simulation with problem-based learning. The results can be used to improve the design of clinical practicum and nursing education.

  19. Lenses on metacognition: Teachers’ perceptions toward strategies in reading in a Pakistani context

    Directory of Open Access Journals (Sweden)

    Channa, Mansoor A.

    2017-03-01

    Full Text Available The research in the field of metacognition for developing reading is not new; metacognition has been used for many years to identify ways to develop students’ reading comprehension. Most previous research has addressed either primary or secondary level students. However, notably few studies have been conducted at the undergraduate level. This study has attempted to initiate strategies to assist first-year engineering students in developing their reading abilities within a Pakistani context. The primary objective of this research was to identify what strategies first-year engineering students use in developing their reading at Quaid-e-Awam University of engineering science and technology in Pakistan. This study used qualitative instruments that included semi-structured interviews with teachers and classroom observations during read-aloud sessions. The data were organized through NVivo version 8 for obtaining nodes, codes, and main themes for interpreting the results. The results of this study demonstrated that teachers should use metacognitive strategies for developing students’ reading abilities. Findings also revealed that reading strategies, such as text scanning, guesses from contextual clues, drawing on prior knowledge, and using a dictionary, are the most important strategies to use for developing the reading skills and comprehension of engineering students. This study has suggested metacognitive strategies be used for promoting students’ reading abilities and that teachers should design and develop more courses using these strategies to enhance the reading and listening skills of engineering students.

  20. Software engineers and nuclear engineers: teaming up to do testing

    International Nuclear Information System (INIS)

    Kelly, D.; Cote, N.; Shepard, T.

    2007-01-01

    The software engineering community has traditionally paid little attention to the specific needs of engineers and scientists who develop their own software. Recently there has been increased recognition that specific software engineering techniques need to be found for this group of developers. In this case study, a software engineering group teamed with a nuclear engineering group to develop a software testing strategy. This work examines the types of testing that proved to be useful and examines what each discipline brings to the table to improve the quality of the software product. (author)

  1. Enhancing Reading Comprehension via Metacognitive Strategy Training: Gender and Discipline Variation

    Directory of Open Access Journals (Sweden)

    Zohreh Seifoori

    2012-11-01

    Full Text Available The aim of this quasi-experimental study was to investigate the impact of a metacognitive training program on university freshmen’s reading comprehension skill in a three-credit General English (GE Course. The participants included eight groups of freshmen, in four disciplines: Management, Psychology, Mechanical Engineering and Computer Engineering. They were randomly assigned as four experimental and four control groups, each including approximately 30 participants. The same materials were taught to all groups after their initial homogeneity in English was assessed via Analysis of Variance of the pre-test scores obtained from a Key English Test (KET. In the experimental groups, one whole session was devoted to explicitly teaching three sets of metacognitive strategies and five reading strategies: skimming, scanning, previewing, using context clues, and making inferences. These groups also received metacognitive awareness-raising while applying the strategies in each reading lesson for six sessions. The analyses of the research data revealed that metacognitive strategy training promoted the participants’ learning when integrated with a reading-focused GE course regardless of their gender and a small effect from discipline. The findings have implications for teachers, materials developers, and teacher trainers.

  2. A Team Formation Framework for Managing Diversity in Multidisciplinary Engineering Project

    Directory of Open Access Journals (Sweden)

    Shawqi Mohammed Hossain

    2017-02-01

    Full Text Available Team formation is one of the essential elements in constructing effective teamwork of any team size that requires different skill sets. Diversity in team encourages students to challenge and compete with one another while searching for new ideas, which in turn can lead to a better team performance. In a well-functioning diverse teams, the students who performed poorly may gain benefit by observing how excellent students approach the assignments. They may also benefit by getting advice and assistance from the excellent students. Studies have shown that Malaysian university graduates lack of team skills. The purpose of this paper is to propose a framework for forming a diverse multidisciplinary team among engineering undergraduates based on selected criteria such as individual personality type, gender, and other relevant demographic information. The proposed framework can also be used to design an automated team-formation system based on the identified metrics. The purpose of the framework is to consolidate the existing team formation literature, and to develop and test interventions for maximizing individual member and team performance as a whole that makes an effective team. For this study, a multidisciplinary approach was used where first year engineering students from three different faculties, namely Faculty of Electrical Engineering (FKE, Faculty of Mechanical Engineering (FKM, and Faculty of Biosciences and Medical Engineering (FBME at Universiti Teknologi Malaysia (UTM worked on an innovation project using the Conceive, Design, Implement, and Operate (CDIO framework. Keirsey Temperament Sorter was used as an instrument to identify an individual's personality type.

  3. Team-Based Development of Medical Devices: An Engineering-Business Collaborative.

    Science.gov (United States)

    Eberhardt, Alan W; Johnson, Ophelia L; Kirkland, William B; Dobbs, Joel H; Moradi, Lee G

    2016-07-01

    There is a global shift in the teaching methodology of science and engineering toward multidisciplinary, team-based processes. To meet the demands of an evolving technical industry and lead the way in engineering education, innovative curricula are essential. This paper describes the development of multidisciplinary, team-based learning environments in undergraduate and graduate engineering curricula focused on medical device design. In these programs, students actively collaborate with clinicians, professional engineers, business professionals, and their peers to develop innovative solutions to real-world problems. In the undergraduate senior capstone courses, teams of biomedical engineering (BME) and business students have produced and delivered numerous functional prototypes to satisfied clients. Pursuit of commercialization of devices has led to intellectual property (IP) disclosures and patents. Assessments have indicated high levels of success in attainment of student learning outcomes and student satisfaction with their undergraduate design experience. To advance these projects toward commercialization and further promote innovative team-based learning, a Master of Engineering (MEng) in Design and Commercialization was recently launched. The MEng facilitates teams of graduate students in engineering, life sciences, and business who engage in innovation-commercialization (IC) projects and coursework that take innovative ideas through research and development (R&D) to create marketable devices. The activities are structured with students working together as a "virtual company," with targeted outcomes of commercialization (license agreements and new start-ups), competitive job placement, and/or career advancement.

  4. 76 FR 10403 - Hewlett Packard (HP), Global Product Development, Engineering Workstation Refresh Team, Working...

    Science.gov (United States)

    2011-02-24

    ...), Global Product Development, Engineering Workstation Refresh Team, Working On-Site at General Motors..., Non-Information Technology Business Development Team and Engineering Application Support Team, working... Hewlett Packard, Global Product Development, Engineering Workstation Refresh Team, working on-site at...

  5. Supporting metacognitive development in early science education: Exploring elementary teachers' beliefs and practices in metacognition

    Science.gov (United States)

    Braund, Heather Leigh-Anne

    Metacognition is the understanding and control of cognitive processes. Students with high levels of metacognition achieve greater academic success. The purpose of this mixed-methods study was to examine elementary teachers' beliefs about metacognition and integration of metacognitive practices in science. Forty-four teachers were recruited through professional networks to complete a questionnaire containing open-ended questions (n = 44) and Likert-type items (n = 41). Five respondents were selected to complete semi-structured interviews informed by the questionnaire. The selected interview participants had a minimum of three years teaching experience and demonstrated a conceptual understanding of metacognition. Statistical tests (Pearson correlation, t-tests, and multiple regression) on quantitative data and thematic analysis of qualitative data indicated that teachers largely understood metacognition but had some gaps in their understanding. Participants' reported actions (teaching practices) and beliefs differed according to their years of experience but not gender. Hierarchical multiple regression demonstrated that the first block of gender and experience was not a significant predictor of teachers' metacognitive actions, although experience was a significant predictor by itself. Experience was not a significant predictor once teachers' beliefs were added. The majority of participants indicated that metacognition was indeed appropriate for elementary students. Participants consistently reiterated that students' metacognition developed with practice, but required explicit instruction. A lack of consensus remained around the domain specificity of metacognition. More specifically, the majority of questionnaire respondents indicated that metacognitive strategies could not be used across subject domains, whereas all interviewees indicated that they used strategies across subjects. Metacognition was integrated frequently into Ontario elementary classrooms; however

  6. Do Mother’s Metacognitions, Beliefs, and Behaviors Predict Child Anxiety-Related Metacognitions?

    DEFF Research Database (Denmark)

    Lønfeldt, Nicole N.; Esbjørn, Barbara H.; Normann, Nicoline

    2017-01-01

    anxiety-related metacognitions and clinical anxiety develop. Objective: We hypothesized that there are positive relationships between mother and corresponding child anxiety-related metacognitions even after controlling for maternal depression, anxiety and stress symptoms. We also hypothesized...... that maternal beliefs about child anxiety and maternal controlling behavior would be positively related to child metacognitions and would account for any associations between mother and child metacognitions. Methods: The study employed a cross-sectional design in a community sample of 7–12 year old children...... and their mothers. Mothers and children completed questionnaires to assess anxiety-related metacognitions and an interaction task to assess mothers’ overinvolvement. Mothers also completed questionnaires regarding their beliefs about child anxiety and controlling rearing behavior. We examined correlations between...

  7. Self-managing teams in manufacturing companies: implications for the engineering function

    NARCIS (Netherlands)

    Leede, de Jan; Stoker, Janka

    Reports on an explanatory multiple case-study of companies with self-managing teams. Reasons for introducing self-managing teams; Cooperation between self-managing teams and engineering development; Conclusion.

  8. Metacognition in addictive behaviors.

    Science.gov (United States)

    Spada, Marcantonio M; Caselli, Gabriele; Nikčević, Ana V; Wells, Adrian

    2015-05-01

    Over the last twenty years metacognitive theory has provided a novel framework, in the form of the Self-Regulatory Executive Function (S-REF) model, for conceptualizing psychological distress (Wells & Matthews, 1994, 1996). The S-REF model proposes that psychological distress persists because of unhelpful coping styles (e.g. extended thinking and thought suppression) which are activated and maintained as a result of metacognitive beliefs. This paper describes the S-REF model and its application to addictive behaviors using a triphasic metacognitive formulation. Evidence on the components of the triphasic metacognitive formulation is reviewed and the clinical implications for applying metacognitive therapy to addictive behaviors outlined. Copyright © 2014 Elsevier Ltd. All rights reserved.

  9. A Team Building Model for Software Engineering Courses Term Projects

    Science.gov (United States)

    Sahin, Yasar Guneri

    2011-01-01

    This paper proposes a new model for team building, which enables teachers to build coherent teams rapidly and fairly for the term projects of software engineering courses. Moreover, the model can also be used to build teams for any type of project, if the team member candidates are students, or if they are inexperienced on a certain subject. The…

  10. Associations between self-esteem, anxiety and depression and metacognitive awareness or metacognitive knowledge.

    Science.gov (United States)

    Quiles, Clélia; Prouteau, Antoinette; Verdoux, Hélène

    2015-12-15

    This study explored in a non-clinical sample the associations between self-esteem, anxiety and depression symptoms and metacognitive awareness or metacognitive knowledge. Higher metacognitive awareness scores measured during the neuropsychological tasks were positively associated with higher depression scores in the social cognition test. Metacognitive knowledge score measured independently of ongoing neuropsychological tasks was positively associated with lower self-esteem, higher anxiety (state or trait) and depression scores. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  11. Enabling Metacognitive Skills for Mathematics Problem Solving: A Collective Case Study of Metacognitive Reflection and Awareness

    Science.gov (United States)

    Jagals, Divan; van der Walt, Marthie

    2016-01-01

    Metacognition encompasses knowledge and regulation that, through reflection, sustain problem solving behaviour. How metacognitive awareness is constructed from reflection on metacognitive knowledge and regulation and how these reflections enable metacognitive skills for Mathematics problem solving remain unclear. Three secondary schools…

  12. Metacognition and Reading: Comparing Three Forms of Metacognition in Normally Developing Readers and Readers with Dyslexia.

    Science.gov (United States)

    Furnes, Bjarte; Norman, Elisabeth

    2015-08-01

    Metacognition refers to 'cognition about cognition' and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22). Participants read two factual texts, with learning outcome measured by a memory task. Metacognitive knowledge and skills were assessed by self-report. Metacognitive experiences were measured by predictions of performance and judgments of learning. Individuals with dyslexia showed insight into their reading problems, but less general knowledge of how to approach text reading. They more often reported lack of available reading strategies, but groups did not differ in the use of deep and surface strategies. Learning outcome and mean ratings of predictions of performance and judgments of learning were lower in dyslexic readers, but not the accuracy with which metacognitive experiences predicted learning. Overall, the results indicate that dyslexic reading and spelling problems are not generally associated with lower levels of metacognitive knowledge, metacognitive strategies or sensitivity to metacognitive experiences in reading situations. 2015 The Authors. Dyslexia Published by John Wiley & Sons Ltd.

  13. Geography Teaching and Metacognition

    Science.gov (United States)

    Aydin, Fatih

    2011-01-01

    The concept of metacognition has been considered in recent years in the field of education and as a concept that is worked on. Metacognition is the awareness one has about his/her thinking process and how he/she is able to control these processes. Metacognition strategies are the sequential processes individuals use to learn how to control…

  14. Discipline and gender variation in ESP learners’ use of metacognitive strategies

    Directory of Open Access Journals (Sweden)

    Zohreh Seifoori

    2014-07-01

    Full Text Available Metacognition involves conscious thinking about one’s learning and is implemented in language learning when learners set goals and evaluate their performance, plan their studies, use their language knowledge, attend to the input, search speaking and reading opportunities and ways of enhancing their learning outcomes and focus on their errors. This study sought to measure the use of metacognitive strategies by eight groups of Iranian ESP freshmen in four different disciplines and to detect probable discipline and gender variations. Having assessed the initial homogeneity of the groups via Analysis of Variance of the scores obtained from a Key English Test (KET, the researcher administered the Metacognitive section of Oxford’s Strategy Inventory for Language Learning (SILL (1985. The Between-subjects Analysis of Variance (ANOVA of the research data revealed that the participants studying Mechanical Engineering and Computer outperformed those studying Management and Psychology. Gender variation, however, was observed only in the participants’ use of self-evaluation strategy where males reported a more frequent use. The findings revealed the ESP learners’ need for metacognitive training particularly across gender and major.

  15. Team- and project work in engineering practices

    DEFF Research Database (Denmark)

    Buch, Anders; Andersen, Vibeke

    2015-01-01

    in teamwork practices, and, thirdly, how team- and project work affect engineering professionalism and collaborative work practices. A practice theoretical framework informs the analysis. Teamwork is investigated as a phenomenon enacted through the sayings, doings and relatings of practitioners in landscapes......In this paper we investigate teamwork amongst professionals in engineering consultancy companies in order to discern how teamwork affects the collaboration and work practices of the professionals. The paper investigates how professional engineering practices are enacted in two engineering...... consultancy companies in Denmark where teamwork has been or is an ideal for organizing work. Through a practice-based lens the article sets out to investigate, firstly, how discourses about teamand project work affect engineering work practices, secondly, how technology-mediated management is reconciled...

  16. Metacognitions, metacognitive processes and metacognitive control strategies in people with obesity and binge eating and people with obesity without binge eating

    OpenAIRE

    Hartley, Georgina

    2013-01-01

    Background Binge eating is often co-morbid with obesity. There is no widely accepted theoretical model for binge eating, this has treatment implications. Research has highlighted the role of metacognitions in psychopathology, including eating disorders. However, metacognitions in obesity and binge eating have not yet been researched. The self-regulatory executive functioning model (S-REF; Wells & Matthews, 1994, 1996) conceptualises the role of metacognition in the aetiology and mainten...

  17. A Study on Metacognitive Thinking Skills of University Students

    Science.gov (United States)

    Coskun, Yemliha

    2018-01-01

    The purpose of this study is to investigate the university students' metacognition thinking skills. The research is a descriptive study in the screening model.The study was carried out with 407 students from the faculties of physical education and sports, education science and letters, business administration, theology, engineering, forestry and…

  18. Systems Engineering Knowledge Asset (SEKA) Management for Higher Performing Engineering Teams: People, Process and Technology toward Effective Knowledge-Workers

    Science.gov (United States)

    Shelby, Kenneth R., Jr.

    2013-01-01

    Systems engineering teams' value-creation for enterprises is slower than possible due to inefficiencies in communication, learning, common knowledge collaboration and leadership conduct. This dissertation outlines the surrounding people, process and technology dimensions for higher performing engineering teams. It describes a true experiment…

  19. Improving motivation and engagement in core engineering courses with student teams

    Science.gov (United States)

    Trenshaw, Kathryn Faye

    Team-based projects are common in capstone engineering design courses and increasingly common in first-year engineering programs. Despite high enrollments and budget cutbacks affecting many programs, second- and third-year students can also benefit from team-based project experiences, which motivate them to succeed in engineering and prepare them for a globally competitive workforce. My dissertation research demonstrates that team design projects can be incorporated into the curricula of engineering departments, and these projects result in positive affective outcomes for students. Using ABET outcomes and Self Determination Theory (SDT) as the background for my studies, I investigated students' confidence, motivation, and sense of community after experiencing team design projects in two different engineering departments at a large public institution. In the first study, I used a sequential mixed methods approach with a primary quantitative phase followed by an explanatory qualitative phase to evaluate a chemical engineering program that integrated team design projects throughout the curriculum. The evaluation methods included a survey based on desired ABET outcomes for students and focus groups to expand on the quantitative results. Students reported increased confidence in their design, teamwork, and communication skills after completing the projects. In my second and third studies, I used qualitative interviews based on SDT to explore student motivation in an electrical and computer engineering course redesigned to support students' intrinsic motivation to learn. SDT states that intrinsic motivation to learn is supported by increasing students' sense of autonomy, competence, and relatedness in regard to their learning. Using both narrative inquiry and phenomenological methodologies, I analyzed data from interviews of students for mentions of autonomy, competence, and relatedness as well as course events that were critical in changing students' motivation

  20. Metacognitive components in smart learning environment

    Science.gov (United States)

    Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

    2018-03-01

    Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

  1. Metacognition in the process of education

    Directory of Open Access Journals (Sweden)

    Mirkov Snežana

    2006-01-01

    Full Text Available This paper deals with different theoretical views and research regarding metacognition, its components and relations to cognition, conceptual discrepancy as well as opposing research results. Special attention was paid to the relation between metacognitive knowledge and the regulation of cognitive strategies. Reflexive awareness about personal cognitive processes is emphasized, but research discrepancies are apparent in regard to cognitive regulation. Research results focused on development of personal learning awareness and regulative skill involvement in the educational process (planning, monitoring and evaluating are presented. A discussion was also focused on various views on relations between metacognition and the self which are of special importance for providing motivation in learning. Research data show that metacognitive awareness correlates with self. Metacognitive training affects development of the control experience and self-efficiency. The role of metacognition is emphasized as important for understanding relationship between cognition and motivation, which also affects learning self-regulation development. The paper emphasizes the significance of further study of metacognition and the possibilities for its use in the educational process. Research show that both metacognitive knowledge and regulation may be beneficial for: problem solving in learning processes, development of learning strategies and student achievement.

  2. Multimedia Listening Comprehension: Metacognitive Instruction or Metacognitive Instruction through Dialogic Interaction

    Science.gov (United States)

    Bozorgian, Hossein; Alamdari, Ebrahim Fakhri

    2018-01-01

    This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners' multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N = 180) male and female Iranian…

  3. Assessing the impact on intercultural competencies when engineering students solve problems in multicultural teams

    DEFF Research Database (Denmark)

    Jensen, Lars Peter; Nygaard, Bjørn; Madsen, Linda

    2011-01-01

    solving problems in teams two times a year in all of their bachelor education. In at least four of the engineering education institutes in Denmark experiments on helping mixed student teams to perform better in their project work have been carried out for some years using a classic engineering trial......’ intercultural competencies. It was decided to start a formal research project to investigate some of the existing experiments helping mixed teams to cope with project work in intercultural teams. During spring 2010 the setup for the research project was developed by a group of representatives from...... as exchange students or to take a full degree. Project organized Problem based Learning is used to a high extent at most of the engineering educations in Denmark, using large scale project work (up to 15 ECTS each semester) solved in teams (3-7 students in each team). In more and more situations the teams...

  4. Hypertext, Hypermedia, and Metacognition: Research and Instructional Implications for Disabled Readers.

    Science.gov (United States)

    Balajthy, Ernest

    1990-01-01

    The article examines the potential impact of computer-based text technologies, called hypermedia, on disabled readers. Discussed are hypertext, the hypercard, and implications of metacognitive research (such as author versus user control over text manipulations), instructional implications, and instructional text engineering. (DB)

  5. A Metacognitive model of procrastination.

    Science.gov (United States)

    Fernie, Bruce A; Bharucha, Zinnia; Nikčević, Ana V; Marino, Claudia; Spada, Marcantonio M

    2017-03-01

    procrastination refers to the delay or postponement of task or decision-making initiation or completion and is often conceptualised as a failure of self-regulation. Recent research has suggested that metacognitions play a role in procrastination and that unintentional procrastination (UP), as opposed to intentional procrastination (IP), may be the most problematic form of this behaviour. We aimed to test a metacognitive model of procrastination that was grounded in the Self-Regulatory Executive Function model. a convenience sample of 400 participants were recruited and completed (at least partially) a battery of online questionnaires that measured IP and UP, metacognitions about procrastination, depression, and Cognitive Attentional Syndrome (CAS) configurations. Initially, we tested series of hypotheses to establish the relationships between the experimental variables and to test whether CAS configurations would independently predict UP when controlling for age, depression, IP, metacognitions about procrastination, and whether an individual reported that they had been diagnosed with a psychiatric disorder. CAS configurations, depression, and metacognitions independently predicted UP. Additionally, path analysis revealed that the study data was an excellent fit to the proposed metacognitive model of procrastination. the study is cross-sectional. the metacognitive model of procrastination presented in this paper can be used to generate novel interventions to treat this problematic behaviour. Copyright © 2016 Elsevier B.V. All rights reserved.

  6. Metacognitive Model of Obsessive Compulsive Disorder

    Directory of Open Access Journals (Sweden)

    Mehmet Zihni Sungur

    2012-09-01

    Full Text Available Several authors have suggested that not only appraisal of significance of external events and signals from the body, but also appraisal of the personal significance of thoughts are important, and emphasized the conceptual limitations of the schema approach in cognitive model and developed the integrative information processing model of emotional disorders. According to this approach, the assessment of the meaning of thought, rather than thought itself is more important in the development and maintenance of the psychopathology. In the metacognitive model of obsessive compulsive disorder, three types of metacognitive beliefs are emphasized. These are; thought-action fusion (thought-action, thought-event, thought-object, metacognitive beliefs on performing the rituals and metacognitive beliefs on the warning to stop to terminate the rituals. According to the model, targeting directly to change in metacognitive beliefs will increase success in therapy. In this article, the concept of metacognition in emotional disorders, the metacognitive model of obsessive compulsive disorder and the advances that the model introduced in conceptualization and treatment of obsessive compulsive disorder have been discussed.

  7. Metacognition and transfer within a course or instructional design rules and metacognition

    NARCIS (Netherlands)

    Vos, Henk

    2006-01-01

    A metacognitive strategy for doing research, included transfer, was taught in a course of nine afternoons. The success of this course raised some questions. How do the students learn? How does metacognition play a role? The course was designed in accordance with several instructional principles. The

  8. The structural approach to shared knowledge: an application to engineering design teams.

    Science.gov (United States)

    Avnet, Mark S; Weigel, Annalisa L

    2013-06-01

    We propose a methodology for analyzing shared knowledge in engineering design teams. Whereas prior work has focused on shared knowledge in small teams at a specific point in time, the model presented here is both scalable and dynamic. By quantifying team members' common views of design drivers, we build a network of shared mental models to reveal the structure of shared knowledge at a snapshot in time. Based on a structural comparison of networks at different points in time, a metric of change in shared knowledge is computed. Analysis of survey data from 12 conceptual space mission design sessions reveals a correlation between change in shared knowledge and each of several system attributes, including system development time, system mass, and technological maturity. From these results, we conclude that an early period of learning and consensus building could be beneficial to the design of engineered systems. Although we do not examine team performance directly, we demonstrate that shared knowledge is related to the technical design and thus provide a foundation for improving design products by incorporating the knowledge and thoughts of the engineering design team into the process.

  9. Linking First-Year and Senior Engineering Design Teams: Engaging Early Academic Career Students in Engineering Design

    Science.gov (United States)

    Fox, Garey A.; Weckler, Paul; Thomas, Dan

    2015-01-01

    In Biosystems Engineering at Oklahoma State University, senior design is a two semester course in which students work on real-world projects provided by clients. First-year (freshmen and trans­fer) students enroll in an introductory engineering course. Historically, these students worked on a team-based analysis project, and the engineering design…

  10. Examining Change in Metacognitive Knowledge and Metacognitive Control During Motor Learning: What Can be Learned by Combining Methodological Approaches?

    Directory of Open Access Journals (Sweden)

    Claire Sangster Jokić

    2014-04-01

    Full Text Available Growing recognition of the importance of understanding metacognitive behaviour as it occurs in everyday learning situations has prompted an expansion of the methodological approaches used to examine metacognition. This becomes especially pertinent when examining the process of metacognitive change, where 'on-line' observational approaches able to capture metacognitive performance as it occurs during socially-mediated learning are being increasingly applied. This study applied a mixed methods approach to examine children's metacognitive performance as it was exhibited during participation in an intervention program aimed at addressing motor performance difficulties. Participants in the study were ten 7-9 year old children with developmental coordination disorder (DCD, a condition characterized by poor motor coordination and difficulty acquiring motor-based tasks. All participants engaged in a 10-session program in which children were taught to use a problem-solving strategy for addressing motor performance difficulties. To examine children's metacognitive performance, sessions were video-taped and subsequently analysed using a quantitative observational coding method and an in-depth qualitative review of therapist-child interactions. This allowed for a fine-grained analysis of children's demonstration of metacognitive knowledge and control and how such performance evolved over the course of the program. Of particular interest was the finding that while children were often able to express task-specific knowledge, they failed to apply this knowledge during practice. Conversely, children were often able to demonstrate performance-based evidence for metacognitive control but were not able to make conscious reports of such skill following practice. This finding is consistent with models of metacognitive development which suggest that the emergence of performance-based metacognitive skills precede the ability for the conscious expression of

  11. Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners

    Directory of Open Access Journals (Sweden)

    Siew Ean Lye

    2018-01-01

    Full Text Available This small-scale quasi-experimental study compared the effects of metacognitive strategy instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL listeners. Embedded and direct strategy instruction was delivered using the Metacognitive Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test results on participants‟ metacognitive awareness, as measured using the Metacognitive Awareness Listening Questionnaire (MALQ were inclusive despite significant improvements in their IELTS listening scores. No significant development was recorded in the overall MALQ scores but there were significant changes in three out of the five metacognitive awareness factors. Results further layered according to participants‟ listening proficiency levels (low, intermediate and high to examine if differences existed among the listening levels similarly showed no significant difference. These results suggest that ESL listeners‟ metacognitive awareness may not be easily developed with strategy instruction, regardless of the instructional approaches.

  12. Components of metacognition and metacognitive properties of forecasting as determinants of supra-situational pedagogical thinking

    OpenAIRE

    Kashapov, Mergalуаs M.; Serafimovich, Irina V.; Poshekhonova, Yulia V.

    2017-01-01

    This article describes the functions of metacognition and the role of these functions in professional pedagogical thinking (PPT): the discovery of the emergence of a problemacy, the organization of cognition processes, and the management of the comprehension and resolution of the problem situation. Thinking is related to the metacognitive activity of a subject. Components and strategies of metacognition are included in the PPT process and define (by means of conscious or unconscious regulatio...

  13. Metacognitive instruction in middle school science

    Science.gov (United States)

    Bonney, Dianna

    The purpose of this action research project was to determine the extent to which metacognitive instruction affected students' performance in the middle-grade science classroom. Conducted with four seventh grade science classes over a three-month time period, 105 students were engaged in 21 metacognitively enhanced lessons. Both quantitative and qualitative data sources were collected for this study and analyzed according to grounded theory methodology. Quantitative data came from the Jr. Metacognitive Awareness Inventory, administered as a pre-post test. Qualitative teacher-generated data was collected in a metacognitive observation protocol containing observations and reflections while student-generated data was gathered from reflective journal entries, modified rubrics, and checklists. Analysis of the data led to the assertions that metacognitive development occurred over time through systematic and varied implementation of explicit instruction. In addition, students perceived they learned best both when working collaboratively and when making multiple connections with content material. Implications for middle-grade teachers include the need for explicit instruction of metacognitive strategies, providing for instructional variation and student collaboration, and guiding students in making connections to prior learning.

  14. Metacognition and reasoning

    Science.gov (United States)

    Fletcher, Logan; Carruthers, Peter

    2012-01-01

    This article considers the cognitive architecture of human meta-reasoning: that is, metacognition concerning one's own reasoning and decision-making. The view we defend is that meta-reasoning is a cobbled-together skill comprising diverse self-management strategies acquired through individual and cultural learning. These approximate the monitoring-and-control functions of a postulated adaptive system for metacognition by recruiting mechanisms that were designed for quite other purposes. PMID:22492753

  15. One more thing: Faculty response to increased emphasis on project teams in undergraduate engineering education

    Science.gov (United States)

    Hunter, Jane

    Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a

  16. Components of metacognition and metacognitive properties of forecasting as determinants of supra-situational pedagogical thinking

    Directory of Open Access Journals (Sweden)

    Kashapov, Mergalуаs M.

    2017-03-01

    Full Text Available This article describes the functions of metacognition and the role of these functions in professional pedagogical thinking (PPT: the discovery of the emergence of a problemacy, the organization of cognition processes, and the management of the comprehension and resolution of the problem situation. Thinking is related to the metacognitive activity of a subject. Components and strategies of metacognition are included in the PPT process and define (by means of conscious or unconscious regulation the efficiency of discovering and solving problems in an interpersonal interaction situation that must be comprehended and transformed. One of the conditions providing for realization of the supra-situational thinking of professionals is a high level of metacognitive activity, although the level of the pronouncedness of metacognitive activity does not depend on the subject’s possessing basic professional education. We have created and tested new psychodiagnostic techniques aimed at defining the level of forecasting in problem (conflict situations and at evaluating metacognitive knowledge and activity. The sample group included about 800 people (university lecturers, school teachers, and teachers who train college students. It was proved that the metacognitive focus of forecasting stimulates the formation and development of various forecasting types: proactive, retroactive, and interactive. Forecasting is viewed as a metacognitive component of supra-situational thinking and a component of the cognitive side of communication. Situational and supra- situational types of pedagogical thinking are shown to have different properties and different orientations toward forecasting activity; these properties and orientations determine the differentiation and hierarchization of these types of thinking. It was discovered that the metacognitive properties of supra-situational thinking are achieved through a high degree of integration of all basic forecasting qualities

  17. 78 FR 31592 - T-Mobile Usa, Inc., Core Fault Isolation Team, Engineering Division, Bethlehem, Pennsylvania...

    Science.gov (United States)

    2013-05-24

    ... DEPARTMENT OF LABOR Employment and Training Administration [TA-W-82,371] T-Mobile Usa, Inc., Core Fault Isolation Team, Engineering Division, Bethlehem, Pennsylvania; Notice of Affirmative Determination...., Core Fault Isolation Team, Engineering Division, Bethlehem, Pennsylvania (subject firm). The...

  18. Incorporating Solid Modeling and Team-Based Design into Freshman Engineering Graphics.

    Science.gov (United States)

    Buchal, Ralph O.

    2001-01-01

    Describes the integration of these topics through a major team-based design and computer aided design (CAD) modeling project in freshman engineering graphics at the University of Western Ontario. Involves n=250 students working in teams of four to design and document an original Lego toy. Includes 12 references. (Author/YDS)

  19. Aerospace Concurrent Engineering Design Teams: Current State, Next Steps and a Vision for the Future

    Science.gov (United States)

    Hihn, Jairus; Chattopadhyay, Debarati; Karpati, Gabriel; McGuire, Melissa; Borden, Chester; Panek, John; Warfield, Keith

    2011-01-01

    Over the past sixteen years, government aerospace agencies and aerospace industry have developed and evolved operational concurrent design teams to create novel spaceflight mission concepts and designs. These capabilities and teams, however, have evolved largely independently. In today's environment of increasingly complex missions with limited budgets it is becoming readily apparent that both implementing organizations and today's concurrent engineering teams will need to interact more often than they have in the past. This will require significant changes in the current state of practice. This paper documents the findings from a concurrent engineering workshop held in August 2010 to identify the key near term improvement areas for concurrent engineering capabilities and challenges to the long-term advancement of concurrent engineering practice. The paper concludes with a discussion of a proposed vision for the evolution of these teams over the next decade.

  20. The Metacognitive Disambiguation Effect

    Science.gov (United States)

    Slocum, Jeremy Y.; Merriman, William E.

    2018-01-01

    From an early age, children show a tendency to map novel labels onto unfamiliar rather than familiar kinds of objects. Accounts of this tendency have not addressed whether children develop a metacognitive representation of what they are doing. In 3 experiments (each N = 48), preschoolers received a test of the "metacognitive disambiguation…

  1. Teaching Tip: Managing Software Engineering Student Teams Using Pellerin's 4-D System

    Science.gov (United States)

    Doman, Marguerite; Besmer, Andrew; Olsen, Anne

    2015-01-01

    In this article, we discuss the use of Pellerin's Four Dimension Leadership System (4-D) as a way to manage teams in a classroom setting. Over a 5-year period, we used a modified version of the 4-D model to manage teams within a senior level Software Engineering capstone course. We found that this approach for team management in a classroom…

  2. Complex approach in telecommunication engineering education: develop engineering skills by a team project

    Directory of Open Access Journals (Sweden)

    Scripcariu Luminița

    2017-01-01

    Full Text Available This paper provides an overview of the educational process of telecommunication engineering students by presenting the preparation of a team project focused on information security. Our educational approach combines basic knowledge such as mathematics with specialized engineering notions and various skills. The project theme is to design, implement and test an encryption algorithm. Students are provided with online courses, specific software programs and Internet access. They have to choose an encryption algorithm, to study its details and to write the script of the encryption algorithm in MATLAB program. The algorithm is implemented in C/C++ programming language and tested. Finally, a concurrent team tries to break the algorithm by finding the decryption key. It is an interactive approach which combines various education methods including gaming concepts. The covered topics provide students professional outcomes such as knowledge and use of specific mathematical tools and software environments (C/C ++ programming languages, MATLAB, abilities to design, develop, implement and test software algorithms. The project also provides transversal outcomes such as ability to team work, skills of computer use and information technology and capability to take responsibilities. Creativity is also encouraged by extending the algorithm to other encryption key lengths than the usual ones.

  3. Understanding the Effects of Team Cognition Associated with Complex Engineering Tasks: Dynamics of Shared Mental Models, Task-SMM, and Team-SMM

    Science.gov (United States)

    Lee, Miyoung; Johnson, Tristan E.

    2008-01-01

    This study investigates how shared mental models (SMMs) change over time in teams of students in a manufacturing engineering course. A complex ill-structured project was given to each team. The objective of the team project was to analyze, test, and propose ways to improve their given manufactured product. Shared mental models were measured in…

  4. Metacognition and executive functioning in Elementary School

    Directory of Open Access Journals (Sweden)

    Trinidad García

    Full Text Available This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years with different levels of metacognitive knowledge (high n = 50, low n = 64. Groups were established based on students' score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existence of an association between different levels of metacognitive knowledge, and differences in metacognitive skills and executive functions, and suggest the need to emphasize this set of variables in order to encourage students to acquire increasing levels of control over their learning process.

  5. Scaffolding of Small Groups' Metacognitive Activities with an Avatar

    Science.gov (United States)

    Molenaar, Inge; Chiu, Ming Ming; Sleegers, Peter; van Boxtel, Carla

    2011-01-01

    Metacognitive scaffolding in a computer-supported learning environment can influence students' metacognitive activities, metacognitive knowledge and domain knowledge. In this study we analyze how metacognitive activities mediate the relationships between different avatar scaffolds on students' learning. Multivariate, multilevel analysis of the…

  6. Case study: Comparison of motivation for achieving higher performance between self-directed and manager-directed aerospace engineering teams

    Science.gov (United States)

    Erlick, Katherine

    "The stereotype of engineers is that they are not people oriented; the stereotype implies that engineers would not work well in teams---that their task emphasis is a solo venture and does not encourage social aspects of collaboration" (Miner & Beyerlein, 1999, p. 16). The problem is determining the best method of providing a motivating environment where design engineers may contribute within a team in order to achieve higher performance in the organization. Theoretically, self-directed work teams perform at higher levels. But, allowing a design engineer to contribute to the team while still maintaining his or her anonymity is the key to success. Therefore, a motivating environment must be established to encourage greater self-actualization in design engineers. The purpose of this study is to determine the favorable motivational environment for design engineers and describe the comparison between two aerospace design-engineering teams: one self-directed and the other manager directed. Following the comparison, this study identified whether self-direction or manager-direction provides the favorable motivational environment for operating as a team in pursuit of achieving higher performance. The methodology used in this research was the case study focusing on the team's levels of job satisfaction and potential for higher performance. The collection of data came from three sources, (a) surveys, (b) researcher observer journal and (c) collection of artifacts. The surveys provided information regarding personal behavior characteristics, potentiality for higher performance and motivational attributes. The researcher journal provided information regarding team dynamics, individual interaction, conflict and conflict resolution. The milestone for performance was based on the collection of artifacts from the two teams. The findings from this study illustrated that whether the team was manager-directed or self-directed does not appear to influence the needs and wants of the

  7. Promoting recovery from severe mental illness: Implications from research on metacognition and metacognitive reflection and insight therapy.

    Science.gov (United States)

    Lysaker, Paul Henry; Hamm, Jay A; Hasson-Ohayon, Ilanit; Pattison, Michelle L; Leonhardt, Bethany L

    2018-03-22

    Research indicates that individuals with schizophrenia recover. Recovery, however means different things to different individuals and regardless of what kind of experiences define recovery, the individual diagnosed with the serious mental illness must feel ownership of their recovery. This raises the issue of how mental health services should systematically promote recovery. This paper explores the practical implications for research on metacognition in schizophrenia for this issue. First, we present the integrated model of metacognition, which defines metacognition as the spectrum of activities which allow individual to have available to themselves an integrated sense of self and others as they appraise and respond to the unique challenges they face. Second, we present research suggesting that many with schizophrenia experience deficits in metacognition and that those deficits compromise individuals' abilities to manage their lives and mental health challenges. Third, we discuss a form of psychotherapy inspired by this research, Metacognitive Reflection and Insight Therapy which assists individuals to recapture the ability to form integrated ideas about themselves and others and so direct their own recovery. The need for recovery oriented interventions to focus on process and on patient's purposes, assess metacognition and consider the intersubjective contexts in which this occurres is discussed.

  8. College of Engineering team to build battlefield robots for 2010 competition

    OpenAIRE

    Mackay, Steven D.

    2010-01-01

    The roving, walking robotic soldiers of the "Terminator" films are becoming less sci-fi, and more certain future every day. Now, a team of robotics researchers from the Virginia Tech College of Engineering will build a team of fully autonomous cooperative battle-ready robots as part of a 2010 international war games challenge that could spur real-life battle bots.

  9. Communication skills to develop trusting relationships on global virtual engineering capstone teams

    Science.gov (United States)

    Zaugg, Holt; Davies, Randall S.

    2013-05-01

    As universities seek to provide cost-effective, cross-cultural experiences using global virtual (GV) teams, the 'soft' communication skills typical of all teams, increases in importance for GV teams. Students need to be taught how to navigate through cultural issues and virtual tool issues to build strong trusting relationships with distant team members. Weekly team meetings provide an excellent opportunity to observe key team interactions that facilitate relationship and trust-building among team members. This study observed the weekly team meetings of engineering students attending two US universities and one Asian university as they collaborated as a single GV capstone GV team. In addition local team members were interviewed individually and collectively throughout the project to determine strategies that facilitated team relations and trust. Findings indicate the importance of student choice of virtual communication tools, the refining of communication practices, and specific actions to build trusting relationships. As student developed these attributes, collaboration and success was experienced on this GV team.

  10. The social structure of leadership and creativity in engineering design teams : An empirical analysis

    NARCIS (Netherlands)

    Kratzer, Jan; Leenders, Roger Th. A. J.; Van Engelen, Jo M. L.

    2008-01-01

    Creativity is essential for research and development efforts. Unfortunately, little is known about how the role of team leaders determines the team's creativity. Based on a sample of 39 engineering design teams in the space industry, this study examines the effects of leader position within

  11. Pre-Service Secondary Mathematics Teachers' Metacognitive Awareness and Metacognitive Behaviours in Problem Solving Processes

    Science.gov (United States)

    Bas, Fatih

    2016-01-01

    This study aims to observe the pre-service secondary mathematics teachers' metacognitive awareness in terms of the variables gender and class level and determine their metacognitive behaviours which showed in the non-routine problems. A partially mixed sequential dominant status design was carried out with a total of 287 participants. The data of…

  12. Improving Engineering Student Team Collaborative Discussions by Moving Them Online: An Investigation of Synchronous Chat and Face-to-Face Team Conversations

    Science.gov (United States)

    Fowler, Robin Revette

    2014-01-01

    Collaborative learning, particularly in the context of team-based, project-based learning, is common in undergraduate engineering education and is associated with deeper learning and enhanced student motivation and retention. However, grouping students in teams for project-based learning sometimes has negative outcomes, which can include lowered…

  13. Construct Validation of the Physics Metacognition Inventory

    Science.gov (United States)

    Taasoobshirazi, Gita; Farley, John

    2013-02-01

    The 24-item Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. Items were classified into eight subcomponents subsumed under two broader components: knowledge of cognition and regulation of cognition. The students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. An exploratory factor analysis provided evidence of construct validity, revealing six components of students' metacognition when solving physics problems including: knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. Although women and men differed on the components, they had equivalent overall metacognition for problem solving. The implications of these findings for future research are discussed.

  14. Tiger Team Assessment, Energy Technology Engineering Center

    International Nuclear Information System (INIS)

    1991-04-01

    The Office Special Projects within the Office of Environment, Safety, and Health (EH) has the responsibility to conduct Tiger Team Assessments for the Secretary of Energy. This report presents the assessment of the buildings, facilities, and activities under the DOE/Rockwell Contract No. DE-AM03-76SF00700 for the Energy Technology Engineering Center (ETEC) and of other DOE-owned buildings and facilities at the Santa Susana Field Laboratory (SSFL) site in southeastern Ventura County, California, not covered under Contract No. DE-AM03-76SF00700, but constructed over the years under various other contracts between DOE and Rockwell International. ETEC is an engineering development complex operated for DOE by the Rocketdyne Division of Rockwell International Corporation. ETEC is located within SSFL on land owned by Rockwell. The balance of the SSFL complex is owned and operated by Rocketdyne, with the exception of a 42-acre parcel owned by the National Aeronautics and Space Administration (NASA). The primary mission of ETEC is to provide engineering, testing, and development of components related to liquid metals technology and to conduct applied engineering development of emerging energy technologies

  15. Tiger Team Assessment, Energy Technology Engineering Center

    Energy Technology Data Exchange (ETDEWEB)

    1991-04-01

    The Office Special Projects within the Office of Environment, Safety, and Health (EH) has the responsibility to conduct Tiger Team Assessments for the Secretary of Energy. This report presents the assessment of the buildings, facilities, and activities under the DOE/Rockwell Contract No. DE-AM03-76SF00700 for the Energy Technology Engineering Center (ETEC) and of other DOE-owned buildings and facilities at the Santa Susana Field Laboratory (SSFL) site in southeastern Ventura County, California, not covered under Contract No. DE-AM03-76SF00700, but constructed over the years under various other contracts between DOE and Rockwell International. ETEC is an engineering development complex operated for DOE by the Rocketdyne Division of Rockwell International Corporation. ETEC is located within SSFL on land owned by Rockwell. The balance of the SSFL complex is owned and operated by Rocketdyne, with the exception of a 42-acre parcel owned by the National Aeronautics and Space Administration (NASA). The primary mission of ETEC is to provide engineering, testing, and development of components related to liquid metals technology and to conduct applied engineering development of emerging energy technologies.

  16. Metacognitive Scaffolding during Collaborative Learning: A Promising Combination

    Science.gov (United States)

    Molenaar, Inge; Sleegers, Peter; van Boxtel, Carla

    2014-01-01

    This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control…

  17. The Metacognitions about Online Gaming Scale: Development and psychometric properties.

    Science.gov (United States)

    Spada, Marcantonio M; Caselli, Gabriele

    2017-01-01

    Recent research has suggested that metacognitions may play a role across the spectrum of addictive behaviours. The goal of our studies was to develop the first self-report scale of metacognitions about online gaming. We conducted two studies with samples of online gamers (n=225, n=348) to test the structure and psychometric properties of the Metacognitions about Online Gaming Scale and examined its capacity to predict weekly online gaming hours and Internet addiction. Exploratory and confirmatory factor analyses supported a three-factor solution: positive metacognitions about online gaming, negative metacognitions about the uncontrollability of online gaming, and negative metacognitions about the dangers of online gaming. Internal consistency, predictive and divergent validity were acceptable. All the factors of the Metacognitions about Online Gaming Scale correlated positively with weekly online gaming hours and Internet addiction. Regression analyses showed that negative metacognitions about the uncontrollability of online gaming and levels of Internet addiction were the only significant predictors of weekly online gaming hours, and that positive metacognitions about online gaming and negative metacognitions about the uncontrollability of online gaming were the only significant predictors of Internet addiction. The Metacognitions about Online Gaming Scale was shown to possess good psychometric properties, as well as predictive and divergent validity within the populations that were tested. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. The Metacognitions about Gambling Questionnaire: Development and psychometric properties.

    Science.gov (United States)

    Caselli, Gabriele; Fernie, Bruce; Canfora, Flaviano; Mascolo, Cristina; Ferrari, Andrea; Antonioni, Maria; Giustina, Lucia; Donato, Gilda; Marcotriggiani, Antonella; Bertani, Andrea; Altieri, Antonella; Pellegrini, Eliana; Spada, Marcantonio M

    2018-03-01

    Recent research has suggested that metacognitions may play a role across the spectrum of addictive behaviours. The goal of our studies was to develop the first self-report scale of metacognitions about gambling. We conducted three studies with one community (n = 165) and two clinical (n = 110; n = 87) samples to test the structure and psychometric properties of the Metacognitions about Gambling Questionnaire and examined its capacity to prospectively predict severity of gambling. Findings supported a two factor solution consisting of positive and negative metacognitions about gambling. Internal consistency, predictive and divergent validity were acceptable. All the factors of the Metacognitions about Gambling Questionnaire correlated positively with gambling severity. Regression analyses showed that negative metacognitions about gambling were significantly associated to gambling severity over and above negative affect and gambling-specific cognitive distortions. Finally only gambling severity and negative metacognitions about gambling were significant prospective predictors of gambling severity as measured three months later. The Metacognitions about Gambling Questionnaire was shown to possess good psychometric properties, as well as predictive and divergent validity within the populations that were tested. Copyright © 2018 Elsevier B.V. All rights reserved.

  19. Metacognitive awareness and math anxiety in gifted students

    Directory of Open Access Journals (Sweden)

    Hakan Sarıcam

    2015-12-01

    Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

  20. The Effect of Activating Metacognitive Strategies on the Listening Performance and Metacognitive Awareness of EFL Students

    Science.gov (United States)

    Rahimirad, Maryam; Shams, Mohammad Reza

    2014-01-01

    This study investigates the effect of activating metacognitive strategies on the listening performance of English as a foreign language (EFL) university students and explores the impact of such strategies on their metacognitive awareness of the listening task. The participants were N = 50 students of English literature at the state university of…

  1. Improving metacognitive skills in geosciences to preserve the quality of divulged information

    Science.gov (United States)

    Arattano, Massimo; Gatti, Albertina

    2017-04-01

    abilities, through the improvement of metacognitive skills. This particular training has been recently proposed to the engineers of the Order of Engineers in Turin, as part of the offer for their permanent education. The program was intended to improve the ability of participants to both understand and learn with ease any kind of written text or oral talk and also to improve the quality of their expressive and communication capacities. The results obtained and the feedbacks received have been extremely positive. People with a very high level of education have in fact discovered, nevertheless, that their metacognitive and communication skills could be noticeably improved. The goal has been reached in a relatively short time (about 30 hours of lessons). The training has been already proposed to five different groups of engineers, during the course of 2015 and 2016, reaching more than one hundred people. The participants have reported an increased awareness of their thought processes and a significant improvement of their communication abilities. This has allowed to envision the possibility of a general improvement of the communication skills and of the quality of the available information in the entire field of geosciences.

  2. Strategies for Improving Learner Metacognition in Health Professional Education

    Science.gov (United States)

    Medina, Melissa S.; Castleberry, Ashley N.

    2017-01-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners’ metacognitive skills in both the classroom and experiential settings. PMID:28630519

  3. Strategies for Improving Learner Metacognition in Health Professional Education.

    Science.gov (United States)

    Medina, Melissa S; Castleberry, Ashley N; Persky, Adam M

    2017-05-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners' metacognitive skills in both the classroom and experiential settings.

  4. Towards efficient measurement of metacognition in mathematical problem solving

    NARCIS (Netherlands)

    Jacobse, Annemieke E.; Harskamp, Egbert G.

    Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols.

  5. Anatomical coupling between distinct metacognitive systems for memory and visual perception.

    Science.gov (United States)

    McCurdy, Li Yan; Maniscalco, Brian; Metcalfe, Janet; Liu, Ka Yuet; de Lange, Floris P; Lau, Hakwan

    2013-01-30

    A recent study found that, across individuals, gray matter volume in the frontal polar region was correlated with visual metacognition capacity (i.e., how well one's confidence ratings distinguish between correct and incorrect judgments). A question arises as to whether the putative metacognitive mechanisms in this region are also used in other metacognitive tasks involving, for example, memory. A novel psychophysical measure allowed us to assess metacognitive efficiency separately in a visual and a memory task, while taking variations in basic task performance capacity into account. We found that, across individuals, metacognitive efficiencies positively correlated between the two tasks. However, voxel-based morphometry analysis revealed distinct brain structures for the two kinds of metacognition. Replicating a previous finding, variation in visual metacognitive efficiency was correlated with volume of frontal polar regions. However, variation in memory metacognitive efficiency was correlated with volume of the precuneus. There was also a weak correlation between visual metacognitive efficiency and precuneus volume, which may account for the behavioral correlation between visual and memory metacognition (i.e., the precuneus may contain common mechanisms for both types of metacognition). However, we also found that gray matter volumes of the frontal polar and precuneus regions themselves correlated across individuals, and a formal model comparison analysis suggested that this structural covariation was sufficient to account for the behavioral correlation of metacognition in the two tasks. These results highlight the importance of the precuneus in higher-order memory processing and suggest that there may be functionally distinct metacognitive systems in the human brain.

  6. METACOGNITION IN ENTREPRENEURS: PSYCHOMETRIC DIAGNOSTIC ASSOCIATED TO AGE AND SEX

    Directory of Open Access Journals (Sweden)

    Raimundo Nonato Lima Filho

    Full Text Available ABSTRACT The aim of this study was to identify elements that show the influence of the age and sex variables in the metacognitive level of professionals. Survey participants were 851 professionals registered in Bahia's Regional Administration Council who own their own businesses. Two validated psychometric instruments were used: Metacognitive Awareness Inventory (MAI and the Metacognitive Activities Inventory (MCA-I. The hypothesis held that the respondent's age and sex influence their Metacognitive Profile. From the Structural Equation Modeling, the results indicate that the sex variable showed no significant relationship to the Metacognitive Profile. The implications of this study provide empirical conclusions that can aid entrepreneurs, companies, higher education institutions to understand the metacognitive aspects that influence the entrepreneur’s behavior more systematically. Empirically, these results contribute so that the participating drivers of this study, as they develop metacognitive aspects, acquire a competitive advantage in their entrepreneurial performance.

  7. Self-confidence and metacognitive processes

    Directory of Open Access Journals (Sweden)

    Kleitman Sabina

    2005-01-01

    Full Text Available This paper examines the status of Self-confidence trait. Two studies strongly suggest that Self-confidence is a component of metacognition. In the first study, participants (N=132 were administered measures of Self-concept, a newly devised Memory and Reasoning Competence Inventory (MARCI, and a Verbal Reasoning Test (VRT. The results indicate a significant relationship between confidence ratings on the VRT and the Reasoning component of MARCI. The second study (N=296 employed an extensive battery of cognitive tests and several metacognitive measures. Results indicate the presence of robust Self-confidence and Metacognitive Awareness factors, and a significant correlation between them. Self-confidence taps not only processes linked to performance on items that have correct answers, but also beliefs about events that may never occur.

  8. Learner autonomy, self regulation and metacognition

    Directory of Open Access Journals (Sweden)

    Feryal Çubukcu

    2009-10-01

    Full Text Available Different theories try to explain why some students are more successful than the others. Phenomenologists (Mc Combs, 1989 study self concepts of the students and find such students prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005 focus on personal outcome such as effort or ability. Metacognitive theorists (Pressley, 2000; Schunk, Pintrich & Meece, 2007 examine students’ self regulated learning strategies whereas Constructivists (Maxim, 2009; Paris & Byrnes, 1989 believe supportive environments are important to be successful. In this study, the metacognitive theory will be given more importance and the purpose of the article is to find the correlation between self regulation, metacognition and autonomy.

  9. Discourse in freshman engineering teams: The relationship between verbal persuasions, self-efficacy, and achievement

    Science.gov (United States)

    Yasar, Senay

    Collaborative teamwork is a common practice in both science and engineering schools and workplaces. This study, using a mixed-methods approach, was designed to identify which team discourse characteristics are correlated with changes in student self-efficacy and achievement. Bandura's self-efficacy theory constitutes the theoretical framework. Seven teams, consisting of first-year engineering students, took the pre- and post-surveys and were video- and audio-recorded during a semester-long Introduction to Engineering Design course. Three instruments were developed: a self-efficacy survey, a team interaction observation protocol, and a team interaction self-report survey. The reliability and validity of these instruments were established. An iterative process of code development and refinement led to the development of thirty-five discourse types, which were grouped under six discourse categories: task-oriented, response-oriented, learning-oriented, support-oriented, challenge-oriented, and disruptive. The results of the quantitative data analysis showed that achievement and gain in self-efficacy were significantly correlated ( r=.55, p<.01). There was also a positive correlation between support-orientated discourse and post self-efficacy scores ( r=.43, p<.05). Negative correlations were observed between disruptive discourse behaviors and post self-efficacy (r=-.48, p<.05). Neither being challenged by peers nor receiving negative feedback revealed significant correlations with student self-efficacy. In addition, no direct correlations between the team discourse characteristics and achievement were found. These findings suggest that collaborative teamwork can lead to achievement to the extent that it supports self-efficacy. They also suggest that interactions such as receiving positive or negative feedback have less impact on self-efficacy than does the overall constructive behavior of the group. The qualitative component of the study, which focused on three case

  10. METACOGNITION AND INTELLIGENCE AS PREDICTORS OF ACADEMIC SUCCESS

    OpenAIRE

    Vrdoljak, Gabrijela; Velki, Tena

    2012-01-01

    Schraw and Mohsman (1995; according to Schraw, Crippen and Hartley, 2006) define metacognition as the knowledge and regulation of cognitive processes. Unlike cognition, which only involves the execution of tasks, metacognition encompasses the understanding of how a task is accomplished. Metacognitive processes are important because they bring about conceptual changes in learning, thus enabling longer retention and different application of the material. In various studies, cognitive abilities ...

  11. Tiger Team assessment of the Idaho National Engineering Laboratory

    Energy Technology Data Exchange (ETDEWEB)

    McKenzie, Barbara J.; West, Stephanie G.; Jones, Olga G.; Kerr, Dorothy A.; Bieri, Rita A.; Sanderson, Nancy L.

    1991-08-01

    The purpose of the Safety and Health (S H) Subteam assessment was to determine the effectiveness of representative safety and health programs at the Idaho National Engineering Laboratory (INEL) site. Four Technical Safety Appraisal (TSA) Teams were assembled for this purpose by the US Department of Energy (DOE), Deputy Assistant Secretary for Safety and Quality Assurance, Office of Safety Appraisals (OSA). Team No. 1 reviewed EG G Idaho, Inc. (EG G Idaho) and the Department of Energy Field Office, Idaho (ID) Fire Department. Team No. 2 reviewed Argonne National Laboratory-West (ANL-W). Team No. 3 reviewed selected contractors at the INEL; specifically, Morrison Knudsen-Ferguson of Idaho Company (MK-FIC), Protection Technology of Idaho, Inc. (PTI), Radiological and Environmental Sciences Laboratory (RESL), and Rockwell-INEL. Team No. 4 provided an Occupational Safety and Health Act (OSHA)-type compliance sitewide assessment of INEL. The S H Subteam assessment was performed concurrently with assessments conducted by Environmental and Management Subteams. Performance was appraised in the following technical areas: Organization and Administration, Quality Verification, Operations, Maintenance, Training and Certification, Auxiliary Systems, Emergency Preparedness, Technical Support, Packaging and Transportation, Nuclear Criticality Safety, Security/Safety Interface, Experimental Activities, Site/Facility Safety Review, Radiological Protection, Personnel Protection, Worker Safety and Health (OSHA) Compliance, Fire Protection, Aviation Safety, Medical Services, and Firearms Safety.

  12. Tiger Team assessment of the Idaho National Engineering Laboratory

    International Nuclear Information System (INIS)

    1991-08-01

    The purpose of the Safety and Health (S ampersand H) Subteam assessment was to determine the effectiveness of representative safety and health programs at the Idaho National Engineering Laboratory (INEL) site. Four Technical Safety Appraisal (TSA) Teams were assembled for this purpose by the US Department of Energy (DOE), Deputy Assistant Secretary for Safety and Quality Assurance, Office of Safety Appraisals (OSA). Team No. 1 reviewed EG ampersand G Idaho, Inc. (EG ampersand G Idaho) and the Department of Energy Field Office, Idaho (ID) Fire Department. Team No. 2 reviewed Argonne National Laboratory-West (ANL-W). Team No. 3 reviewed selected contractors at the INEL; specifically, Morrison Knudsen-Ferguson of Idaho Company (MK-FIC), Protection Technology of Idaho, Inc. (PTI), Radiological and Environmental Sciences Laboratory (RESL), and Rockwell-INEL. Team No. 4 provided an Occupational Safety and Health Act (OSHA)-type compliance sitewide assessment of INEL. The S ampersand H Subteam assessment was performed concurrently with assessments conducted by Environmental and Management Subteams. Performance was appraised in the following technical areas: Organization and Administration, Quality Verification, Operations, Maintenance, Training and Certification, Auxiliary Systems, Emergency Preparedness, Technical Support, Packaging and Transportation, Nuclear Criticality Safety, Security/Safety Interface, Experimental Activities, Site/Facility Safety Review, Radiological Protection, Personnel Protection, Worker Safety and Health (OSHA) Compliance, Fire Protection, Aviation Safety, Medical Services, and Firearms Safety

  13. The development of Metacognition test in genetics laboratory for undergraduate students

    Science.gov (United States)

    A-nongwech, Nattapong; Pruekpramool, Chaninan

    2018-01-01

    The purpose of this research was to develop a Metacognition test in a Genetics Laboratory for undergraduate students. The participants were 30 undergraduate students of a Rajabhat university in Rattanakosin group in the second semester of the 2016 academic year using purposive sampling. The research instrument consisted of 1) Metacognition test and 2) a Metacognition test evaluation form for experts focused on three main points which were an accurate evaluation form of content, a consistency between Metacognition experiences and questions and the appropriateness of the test. The quality of the test was analyzed by using the Index of Consistency (IOC), discrimination and reliability. The results of developing Metacognition test were summarized as 1) The result of developing Metacognition test in a Genetics Laboratory for undergraduate students found that the Metacognition test contained 56 items of open - ended questions. The test composed of 1) four scientific situations, 2) fourteen items of open - ended questions in each scientific situation for evaluating components of Metacognition. The components of Metacognition consisted of Metacognitive knowledge, which were divided into person knowledge, task knowledge and strategy knowledge and Metacognitive experience, which were divided into planning, monitoring and evaluating, and 3) fourteen items of scoring criteria divided into four scales. 2) The results of the item analysis of Metacognition in Genetics Laboratory for undergraduate students found that Index of Consistency between Metacognitive experiences and questions were in the range between 0.75 - 1.00. An accuracy of content equaled 1.00. The appropriateness of the test equaled 1.00 in all situations and items. The discrimination of the test was in the range between 0.00 - 0.73. Furthermore, the reliability of the test equaled 0.97.

  14. An Empirical Exploration of Metacognitive Assessment Activities in a Third-Year Civil Engineering Hydraulics Course

    Science.gov (United States)

    Meyer, Jan H. F.; Knight, David B.; Callaghan, David P.; Baldock, Tom E.

    2015-01-01

    Threshold concepts are transformative, integrative, and provocative; understanding these difficult concepts allows students to be capable of solving advanced problems. This investigation and evaluation of a metacognitive curricular approach explore variation in students' and teachers' discernment of structural complexity of concepts and its…

  15. Metacognition Assessment Interview: Instrument description and factor structure

    Directory of Open Access Journals (Sweden)

    Giovanni Pellecchia

    2015-12-01

    Full Text Available Objective: Metacognition is a multi-component psychological construct, characterised by the ability to identify and describe one’s own mental states and those of others. Evidence has been found for an association between deficits in metacognitive abilities and poor social functioning, low quality of life, psychopathology, and symptoms in Personality Disorders (PDs. However, to date, there are few psychometrically validated instruments available for assessing the different components of metacognition. A semi-structured interview, the Metacognition Assessment Interview (MAI, has been developed to evaluate different domains of metacognition. In the present study, we investigated the psychometric properties of the MAI in an outpatient clinical sample. Method: The MAI was administered to a clinical population of 306 outpatients attending a private clinical centre. Exploratory factor analysis, confirmatory factor analysis and correlation with instruments assessing alexithymia and interpersonal problems were carried out to examine the dimensionality and validity of the MAI. Result: Explorative and confirmatory factor analyses revealed a good fit for both a two-factor model and a four-factor model of metacognition. The two-factor model yielded two main dimensions, which we named: Self domain, defined as self-reflection, and Other domain, defined as critical distancing from one’s own mental state and that of others. The four-factor solution is composed of four sub-domains: monitoring, integration, differentiation and decentration. Moreover, the MAI showed good convergent validity, with significant correlations with both alexithymia and interpersonal problems. Conclusions: These results confirm that the MAI is a reliable instrument for measuring metacognition and its different sub-domains. In particular, the MAI represents a useful and flexible instrument for the assessment of metacognition impairments in different psychopathologies and it can provide

  16. Basic self-disturbance, neurocognition and metacognition

    DEFF Research Database (Denmark)

    Koren, Dan; Scheyer, Ravit; Reznik, Noa

    2017-01-01

    AIM: The goal of this pilot study was to assess the association between basic self-disturbance (SD) and deficits in neurocognitive and metacognitive functioning among help-seeking adolescents with and without attenuated psychosis syndrome (APS). METHODS: Sixty-one non-psychotic, help-seeking adol......AIM: The goal of this pilot study was to assess the association between basic self-disturbance (SD) and deficits in neurocognitive and metacognitive functioning among help-seeking adolescents with and without attenuated psychosis syndrome (APS). METHODS: Sixty-one non-psychotic, help...... recognition) domains. After each answer, subjects were also requested to indicate their level of confidence in the answer and to decide whether they desired it to be "counted" toward their total score on the task. Each volunteered answer earned a 5-cent gain if correct, but an equal fine if wrong. RESULTS......, it was not moderated by the presence of APS. CONCLUSIONS: These pilot results provide preliminary support a modest association between SD and metacognition, which is not reducible to neurocognition and APS. In addition, they raise an intriguing possibility regarding metacognitive monitoring and control being...

  17. An Investigation of Metacognitive Strategies Used by EFL Listeners

    Science.gov (United States)

    Teng, Huei-Chun; Chan, Chi-Yeu

    2008-01-01

    The main intent of the present study is to find out what metacognitive strategies Taiwanese college students employ in EFL listening process. Four research questions explored in the study include: (1) What are the metacognitive strategies adopted by EFL listeners when they listen? (2) What are the differences of metacognitive strategies between…

  18. Autogenic Training, Metacognition and Higher Education

    Science.gov (United States)

    Wagener, Bastien

    2013-01-01

    In French universities, only one out of two students is successful in his/her first year. The change of the working rhythm and the importance of self-regulated learning (relying on metacognition) can to a large extent explain these dramatic rates. Metacognition, as the process of being aware of one's own cognition and activity implies awareness…

  19. Inaccurate Metacognitive Monitoring and Its Effects on Metacognitive Control and Task Outcomes in Self-Regulated L2 Learning

    Science.gov (United States)

    Ranalli, Jim

    2018-01-01

    Accurate metacognitive monitoring of one's own knowledge or performance is a precondition for self-regulated learning; monitoring informs metacognitive control, which in turn affects task outcomes. Studies of monitoring accuracy and its connection to knowledge and performance are common in psychology and educational research but rare in instructed…

  20. Assessing Students' Metacognitive Awareness of Reading Strategies.

    Science.gov (United States)

    Mokhtari, Kouider; Reichard, Carla A.

    2002-01-01

    Describes development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic materials. After a brief review of the literature, the development and validation…

  1. Should metacognition be measured by logistic regression?

    Science.gov (United States)

    Rausch, Manuel; Zehetleitner, Michael

    2017-03-01

    Are logistic regression slopes suitable to quantify metacognitive sensitivity, i.e. the efficiency with which subjective reports differentiate between correct and incorrect task responses? We analytically show that logistic regression slopes are independent from rating criteria in one specific model of metacognition, which assumes (i) that rating decisions are based on sensory evidence generated independently of the sensory evidence used for primary task responses and (ii) that the distributions of evidence are logistic. Given a hierarchical model of metacognition, logistic regression slopes depend on rating criteria. According to all considered models, regression slopes depend on the primary task criterion. A reanalysis of previous data revealed that massive numbers of trials are required to distinguish between hierarchical and independent models with tolerable accuracy. It is argued that researchers who wish to use logistic regression as measure of metacognitive sensitivity need to control the primary task criterion and rating criteria. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. Measures of metacognition on signal-detection theoretic models.

    Science.gov (United States)

    Barrett, Adam B; Dienes, Zoltan; Seth, Anil K

    2013-12-01

    Analyzing metacognition, specifically knowledge of accuracy of internal perceptual, memorial, or other knowledge states, is vital for many strands of psychology, including determining the accuracy of feelings of knowing and discriminating conscious from unconscious cognition. Quantifying metacognitive sensitivity is however more challenging than quantifying basic stimulus sensitivity. Under popular signal-detection theory (SDT) models for stimulus classification tasks, approaches based on Type II receiver-operating characteristic (ROC) curves or Type II d-prime risk confounding metacognition with response biases in either the Type I (classification) or Type II (metacognitive) tasks. A new approach introduces meta-d': The Type I d-prime that would have led to the observed Type II data had the subject used all the Type I information. Here, we (a) further establish the inconsistency of the Type II d-prime and ROC approaches with new explicit analyses of the standard SDT model and (b) analyze, for the first time, the behavior of meta-d' under nontrivial scenarios, such as when metacognitive judgments utilize enhanced or degraded versions of the Type I evidence. Analytically, meta-d' values typically reflect the underlying model well and are stable under changes in decision criteria; however, in relatively extreme cases, meta-d' can become unstable. We explore bias and variance of in-sample measurements of meta-d' and supply MATLAB code for estimation in general cases. Our results support meta-d' as a useful measure of metacognition and provide rigorous methodology for its application. Our recommendations are useful for any researchers interested in assessing metacognitive accuracy. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  3. Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

    Science.gov (United States)

    Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

    2015-01-01

    This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

  4. A Study of Metacognitive-Strategies-Based Writing Instruction for Vocational College Students

    Science.gov (United States)

    Lv, Fenghua; Chen, Hongxin

    2010-01-01

    Effective English writing has long been a challenge in English language teaching. With the development of cognitive psychology, metacognition has drawn more and more researchers' attention and provides a new perspective for EFL writing. Metacognitive theory mainly includes metacognitive knowledge and metacognitive strategy. Among all the learning…

  5. Recent Experiences of the NASA Engineering and Safety Center (NESC) GN and C Technical Discipline Team (TDT)

    Science.gov (United States)

    Dennehy, Cornelius J.

    2010-01-01

    The NASA Engineering and Safety Center (NESC), initially formed in 2003, is an independently funded NASA Program whose dedicated team of technical experts provides objective engineering and safety assessments of critical, high risk projects. The GN&C Technical Discipline Team (TDT) is one of fifteen such discipline-focused teams within the NESC organization. The TDT membership is composed of GN&C specialists from across NASA and its partner organizations in other government agencies, industry, national laboratories, and universities. This paper will briefly define the vision, mission, and purpose of the NESC organization. The role of the GN&C TDT will then be described in detail along with an overview of how this team operates and engages in its objective engineering and safety assessments of critical NASA projects. This paper will then describe selected recent experiences, over the period 2007 to present, of the GN&C TDT in which they directly performed or supported a wide variety of NESC assessments and consultations.

  6. Strategies for Improving Learner Metacognition in Health Professional Education

    OpenAIRE

    Medina, Melissa S.; Castleberry, Ashley N.; Persky, Adam M.

    2017-01-01

    Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum....

  7. The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

    Science.gov (United States)

    Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan

    2013-01-01

    Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…

  8. Software Engineering Team Project - lessons learned

    Directory of Open Access Journals (Sweden)

    Bogumiła Hnatkowska

    2013-06-01

    Full Text Available In the 2010/11 academic year the Institute of Informatics at Wroclaw University of Technology issued ’Software Engineering Team Project’ as a course being a part of the final exam to earn bachelor’s degree. The main assumption about the course was that it should simulate the real environment (a virtual IT company for its participants. The course was aimed to introduce issues regarding programming in the medium scale, project planning and management. It was a real challenge as the course was offered for more than 140 students. The number of staff members involved in its preparation and performance was more than 15. The paper presents the lessons learned from the first course edition as well as more detailed qualitative and quantitative course assessment.

  9. THE EFFECT OF METACOGNITIVE STRATEGY TRAINING AND RAISING EFL LEARNERS’ METACOGNITIVE KNOWLEDGE ON LISTENING PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Fatemeh Khonamri

    2015-07-01

    Full Text Available This study investigated the effect of metacognitive strategy training and the degree of metacognitive knowledge on EFL learners’ listening comprehension achievement. To this end and to complement the results of previous research, the participants were also involved in a self-rating process through engaging in log writing and completing a performance checklist. The participants were 40 female intermediate students studying English in a language institute in the north of Iran. Paired and Independent sample t-tests were used to compare the performance of the experimental group to that of the control group. Students’ listening logs and performance checklists were also investigated for finding traces of raised awareness and increased strategy use.  Results proved that strategy training and students’ degree of metacognitive knowledge affected their listening achievement. The results were enlightening in that students indicated greater tendency to become more strategic learners as a result of the training they received. An analysis of participants’ self- rating corroborated the attained results.

  10. Effects of a Metacognitive Reading Program on the Reading Achievement and Metacognitive Strategies of Students with Cases of Dyslexia

    Science.gov (United States)

    Camahalan, Faye Marsha G.

    2006-01-01

    To study the effects of Metacognitve Reading Program on Reading achievement and metacognitive strategies of students with cases of dyslexia, the author conducted a single-case quasi-experimental. The conceptual framework of the study was based on the theories of cognitive processes stating that metacognition helps regulate the flow of information…

  11. Anxiety and depression in people with epilepsy: The contribution of metacognitive beliefs.

    Science.gov (United States)

    Fisher, Peter L; Noble, Adam J

    2017-08-01

    Anxiety and depressive disorders frequently occur in people with epilepsy (PWE). An information processing model of psychopathology, the Self-Regulatory Executive Function (S-REF) model specifies that maladaptive metacognitive beliefs and processes play a fundamental role in the development and maintenance of anxiety and depression. This study explored whether metacognitive beliefs would explain additional variance in anxiety and depression after accounting for demographics, physical and/or psychiatric illnesses, epilepsy characteristics and medication issues. The mediational relationships between metacognitive beliefs, worry and anxiety and depression, predicted by the metacognitive model were also explored, METHODS: Three hundred and forty-nine PWE participated in an online survey and completed self-report questionnaires measuring anxiety, depression, metacognitive beliefs and worry. Participants also provided information on epilepsy characteristics, demographics, comorbid physical and/or psychiatric illnesses, number of, and perceived side effects of, anti-epileptic medication. Regression analysis showed that metacognitive beliefs were associated with symptoms of anxiety, depression, and explained additional variance in these outcomes after accounting for the control variables. Furthermore, the fundamental tenet of the metacognitive model was supported; the relationship between negative metacognitive beliefs about uncontrollability and danger of worry and anxious and depressive symptoms was partially mediated by worry. This is the first study to demonstrate that metacognitive beliefs and processes contribute to anxiety and depression beyond variables often associated with emotional distress in PWE. Further research is required to test if modification of metacognitive beliefs and processes using metacognitive therapy would effectively alleviate anxiety and depression in PWE. Copyright © 2017 British Epilepsy Association. Published by Elsevier Ltd. All rights

  12. Metacognitive interpersonal therapy for co-occurrent avoidant personality disorder and substance abuse.

    Science.gov (United States)

    Dimaggio, Giancarlo; D'Urzo, Maddalena; Pasinetti, Manuela; Salvatore, Giampaolo; Lysaker, Paul H; Catania, Dario; Popolo, Raffaele

    2015-02-01

    Many patients with substance abuse problems present with co-occurrent cluster C personality disorders. Focusing on both disorders disrupts the maintenance mechanisms and the vicious cycle between the 2 conditions; however, treatment teams often neglect this issue. In this work, we describe the features of metacognitive interpersonal therapy as applied to a man with avoidant and depressive personality disorders and heroin, cocaine, and alcohol abuse. Psychotherapy proceeded through the following steps: (a) conducting drug therapy to deal with symptoms of abstinence from heroin; (b) forming a therapeutic bond to overcome the patient's severe emotional withdrawal; (c) fostering basic metacognitive capacities such as awareness of emotions and their triggers; (d) sharing formulations of maladaptive interpersonal schemas and descriptions of the associated states of mind; (e) conveying an understanding of the link between interpersonal events (recent ones and traumatic memories) and substance abuse; (f) facilitating the acquisition of critical distance from maladaptive schemas; and (g) promoting the use of adaptive coping skills instead of resorting to substance abuse. Implications for generalizing these procedures to the treatment of other patients with co-occurrent personality disorders and substance abuse are described. © 2014 Wiley Periodicals, Inc.

  13. The Role of Metacognitive Strategies in Learning Music: A Multiple Case Study

    Science.gov (United States)

    Colombo, Barbara; Antonietti, Alessandro

    2017-01-01

    The positive role of metacognition in music learning and practice is well assessed, but the role of musicians' metacognitive skills in such a context is not yet clear. Teachers often state that they apply a metacognitive approach during their lessons, but students fail to acknowledge it and report that they become metacognitive learners thanks to…

  14. Application of Metacognitive Strategy to Primary Listening Teaching

    Science.gov (United States)

    Zheng, Jie

    2017-12-01

    It is of vital importance that our students should be taught to listen effectively and critically. This essay focuses the metacognitive strategy in listening and an empirical study of the application of metacognitive strategy to primary listening teaching is made.

  15. The Metacognitions about Gambling Questionnaire: Development and psychometric properties.

    OpenAIRE

    Caselli, G; Fernie, B; Canfora, F; Mascolo, C; Ferrari, A; Antonioni, M; Giustina, L; Donato, G; Marcotriggiani, A; Bertani, A; Altieri, A; Pellegrini, E; Spada, MM

    2018-01-01

    Recent research has suggested that metacognitions may play a role across the spectrum of addictive behaviours. The goal of our studies was to develop the first self-report scale of metacognitions about gambling. We conducted three studies with one community (n = 165) and two clinical (n = 110; n = 87) samples to test the structure and psychometric properties of the Metacognitions about Gambling Questionnaire and examined its capacity to prospectively predict severity of gambling. Findings sup...

  16. The Metacognitive Anger Processing (MAP) Scale

    DEFF Research Database (Denmark)

    Moeller, Stine Bjerrum

    2015-01-01

    : The present data indicate that positive as well as negative beliefs are involved in the tendency to ruminate about angry emotions. Clinical interventions may benefit from an exploration of the patient´s experience of anger, as structured by the MAP's factors and their interrelationships. The psychometric...... preliminary studies was to apply a metacognitive framework to anger and put forward a new anger self-report scale, the Metacognitive Anger Processing (MAP) scale, intended as a supplement to existing measures of anger disposition and to enhance anger treatment targets. METHOD: The new measure was tested...... in a nonclinical and a clinical sample together with measures of anger and metacognition to establish factor structure, reliability, concurrent, and convergent validity. RESULTS: The MAP showed a reliable factor structure with three factors - Positive Beliefs about anger, Negative Beliefs about anger...

  17. Team Based Engineering Design Thinking

    Science.gov (United States)

    Mentzer, Nathan

    2014-01-01

    The objective of this research was to explore design thinking among teams of high school students. This objective was encompassed in the research question driving the inquiry: How do teams of high school students allocate time across stages of design? Design thinking on the professional level typically occurs in a team environment. Many…

  18. Metacognition and Successful Learning Strategies in Higher Education

    Science.gov (United States)

    Railean, Elena, Ed.; Alev Elçi, Ed.; Elçi, Atilla, Ed.

    2017-01-01

    Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. "Metacognition and Successful Learning Strategies in Higher…

  19. The role of metacognition in human social interactions

    Science.gov (United States)

    Frith, Chris D.

    2012-01-01

    Metacognition concerns the processes by which we monitor and control our own cognitive processes. It can also be applied to others, in which case it is known as mentalizing. Both kinds of metacognition have implicit and explicit forms, where implicit means automatic and without awareness. Implicit metacognition enables us to adopt a we-mode, through which we automatically take account of the knowledge and intentions of others. Adoption of this mode enhances joint action. Explicit metacognition enables us to reflect on and justify our behaviour to others. However, access to the underlying processes is very limited for both self and others and our reports on our own and others' intentions can be very inaccurate. On the other hand, recent experiments have shown that, through discussions of our perceptual experiences with others, we can detect sensory signals more accurately, even in the absence of objective feedback. Through our willingness to discuss with others the reasons for our actions and perceptions, we overcome our lack of direct access to the underlying cognitive processes. This creates the potential for us to build more accurate accounts of the world and of ourselves. I suggest, therefore, that explicit metacognition is a uniquely human ability that has evolved through its enhancement of collaborative decision-making. PMID:22734064

  20. Metacognitive reflection and insight therapy (MERIT) for patients with schizophrenia.

    Science.gov (United States)

    de Jong, S; van Donkersgoed, R J M; Timmerman, M E; Aan Het Rot, M; Wunderink, L; Arends, J; van Der Gaag, M; Aleman, A; Lysaker, P H; Pijnenborg, G H M

    2018-04-25

    Impaired metacognition is associated with difficulties in the daily functioning of people with psychosis. Metacognition can be divided into four domains: Self-Reflection, Understanding the Other's Mind, Decentration, and Mastery. This study investigated whether Metacognitive Reflection and Insight Therapy (MERIT) can be used to improve metacognition. This study is a randomized controlled trial. Patients in the active condition (n = 35) received forty MERIT sessions, the control group (n = 35) received treatment as usual. Multilevel intention-to-treat and completers analyses were performed for metacognition and secondary outcomes (psychotic symptomatology, cognitive insight, Theory of Mind, empathy, depression, self-stigma, quality of life, social functioning, and work readiness). Eighteen out of 35 participants finished treatment, half the drop-out stemmed from therapist attrition (N = 5) or before the first session (N = 4). Intention-to-treat analysis demonstrated that in both groups metacognition improved between pre- and post-measurements, with no significant differences between the groups. Patients who received MERIT continued to improve, while the control group returned to baseline, leading to significant differences at follow-up. Completers analysis (18/35) showed improvements on the Metacognition Assessment Scale (MAS-A) scales Self Reflectivity and metacognitive Mastery at follow-up. No effects were found on secondary outcomes. On average, participants in the MERIT group were, based on MAS-A scores, at follow-up more likely to recognize their thoughts as changeable rather than as facts. MERIT might be useful for patients whose self-reflection is too limited to benefit from other therapies. Given how no changes were found in secondary measures, further research is needed. Limitations and suggestions for future research are discussed.

  1. Metacognition and Perspective-Taking in Alzheimer's Disease: A Mini-Review.

    Science.gov (United States)

    Bertrand, Elodie; Landeira-Fernandez, Jesus; Mograbi, Daniel C

    2016-01-01

    Metacognition refers to the monitoring and regulation of cognitive processes and its impairment can lead to a lack of self-awareness of deficits, or anosognosia. In the context of different neurological and psychiatric disorders (e.g., traumatic brain injury, dementia, and schizophrenia), studies have shown that patients who present impairments in metacognitive abilities may be able to recognize such difficulties in others and in themselves when exposed to material in a third-person perspective. Considering that metacognitive impairments are an important characteristic of dementia, especially in Alzheimer's Disease (AD), studies of the relationship between metacognition and perspective-taking may be relevant to improve the quality of life of people with dementia. The current paper first briefly addresses the theme of metacognition and the impact of metacognitive deficits in people with AD. The focus then turns to the relationship between metacognition and perspective-taking in different neurological and psychiatric disorders, particularly AD. This relationship is also discussed based on theoretical models, particularly the Cognitive Awareness Model (CAM). Specifically, the CAM suggests the existence of distinct memory systems for self- and other-information, an idea which is supported by neuroimaging findings. We suggest that the Default Mode Network, as it has been shown to be implicated in self vs. other processing and is affected early in AD, could explain the impact of perspective-taking on awareness of deficits in AD. Finally, we present possible clinical implications of the relationship between metacognition and perspective-taking in AD. Indeed, we considered the possibility of improving patient's awareness through the use of a third-person perspective, which, consequently, may decrease the negative impacts of anosognosia in AD.

  2. Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

    Directory of Open Access Journals (Sweden)

    Wei Han Hong

    2015-08-01

    Full Text Available Background: Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition. Aim: This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance. Methods: The Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students’ year-end results were used to measure their academic performance. Results: A paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students’ academic result was moderate. Conclusions: The improvement in students’ metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program.

  3. Renovation of a Mechanical Engineering Senior Design Class to an Industry-Tied and Team-Oriented Course

    Science.gov (United States)

    Liu, Yucheng

    2017-01-01

    In this work, an industry-based and team-oriented education model was established based on a traditional mechanical engineering (ME) senior design class in order to better prepare future engineers and leaders so as to meet the increasing demand for high-quality engineering graduates. In the renovated curriculum, industry-sponsored projects became…

  4. Metacognition and Control of Study Choice in Children

    Science.gov (United States)

    Metcalfe, Janet; Finn, Bridgid

    2013-01-01

    Middle childhood may be crucial for the development of metacognitive monitoring and study control processes. The first three experiments, using different materials, showed that Grade 3 and Grade 5 children exhibited excellent metacognitive resolution when asked to make delayed judgments of learning (JOLs, using an analogue scale) or binary…

  5. How creative potential is related to metacognition

    Directory of Open Access Journals (Sweden)

    María Luisa Sanz de Acedo Lizarraga

    2013-12-01

    Full Text Available The primary objective of this study was to investigate the possible links between metacognition and narrative (or verbal and graphic creative potential as well as the contribution of the former variable to creativity. The second objective was to study the effect of gender on these variables. This study was conducted with 360 men and women students from the Public University of Navarra enrolled in applied sociology, social work, and specialising in infant and primary education. Participants were given the Adult Creative Imagination Test and the Creative Metacognition Scale during their regular school schedule and during a single session. The results showed that the relationships between the assessed variables were significant and positive. Furthermore, metacognition moderately predicted narrative creativity; thus, cognitive processes do not operate in isolation because they affect and are affected by other factors. The findings also revealed that students obtained different results with regard to verbal and graphic creativity, and men and women differed only in narrative creative potential. The most important conclusion to be drawn from this research is that creative and metacognitive skills should be explicitly involved in higher education to stimulate the creative potential of future professionals

  6. Assessment of the Greek worry-related metacognitions: the Greek version of the Metacognitions Questionnaire (MCQ-30).

    Science.gov (United States)

    Typaldou, G M; Konstantakopoulos, G; Roxanis, I; Nidos, A; Vaidakis, N; Papadimitriou, G N; Wells, A

    2014-01-01

    The Metacognitions Questionnaire-30 (MCQ-30), developed by Wells and Cartwright-Hatton (2004), represents a multidimensional measure of metacognitive factors considered to be important in the metacognitive model of psychological disorders. The primary aim of the present study was to examine internal consistency, test-retest reliability, convergent validity and the factor structure of the Greek version of the MCQ-30. Moreover, we investigated the associations of the extracted factors with trait anxiety in a Greek sample. The study sample consisted of 547 non-clinical participants (213 males and 334 females). All participants completed the Greek version of the MCQ-30. A subsample of 157 participants also completed the Trait Anxiety subscale of the State -Trait Anxiety Inventory and the Meta-worry subscale of the Anxious Thought Inventory. Thirty participants were retested with the MCQ-30 over a retest interval ranging from three to five weeks. The results confirmed the dimensionality of the MCQ-30 and five factors were extracted consistent with the original English version: (1) positive beliefs about worry, (2) negative beliefs about worry concerning uncontrollability and danger, (3) cognitive confidence, (4) beliefs about the need to control thoughts and the negative consequences of not controlling them, and (5) cognitive selfconsciousness. The MCQ-30 showed high levels of internal consistency and test-retest reliability. The correlation between MCQ-30 total score and AnTI-MW was strong, indicating high level of convergent validity. Moreover, all correlations between MCQ-30 total and subscale scores and STAI-T were significant apart from the correlation between 'cognitive confidence' and trait anxiety. The Greek sample scored higher in the MCQ-30 and its subscales than the English sample in the original study. Women scored significantly higher than men in the overall MCQ-30 and the "uncontrollability and danger" and "need to control thoughts" subscales, whereas no

  7. Perceived empathy of teachers and students’ metacognitive strategies

    Directory of Open Access Journals (Sweden)

    Sladoje-Bošnjak Biljana M.

    2012-01-01

    Full Text Available The aim of this research was to establish correlation between perceived empathy of teachers and students’ metacognitive strategies. To obtain a more comprehensive picture of this correlation, the aim was expanded to prediction of students’ metacognitive strategies based on components of teachers’ empathy. Teachers’ empathy was examined through presence of six different components: suffering, positive sharing, crying, emotional attention, feeling for others and identification, which were assessed by attribution theory. Students were the ones who evaluated teachers’ empathy. The following metacognitive strategies were explored: awareness of one’s own cognitive functioning, planning one’s own cognitive functioning and monitoring one’s own cognitive functioning. The research was conducted in two primary schools in the area of East Sarajevo on the sample of seventh-, eighth- and ninth-grade students, which yielded a total of 665 students. The obtained results show that there is a correlation between all variables used to examine teachers’ empathy and all variables used to explore students’ metacognitive strategies. Teachers’ suffering, as one of the components of teachers’ empathy, figures as an important predictor of metacognitive strategies as criterion variables. When it comes to development of metacognitive strategies, students preferred a positive attitude of teachers towards them, based on cognitive and affective balance. Since empathy plays an important role in application of learning strategies and promoting positive behaviour such as interpersonal understanding, helping others and inhibition of anti-social behaviour, empathy skills training should become an integral part of teacher education programmes. [Projekat Ministarstva nauke Republike Srbije, br. 179020: Koncepcije i strategije obezbeđivanja kvaliteta bazičnog obrazovanja i vaspitanja

  8. Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention

    Science.gov (United States)

    Sandi-Urena, Santiago; Cooper, Melanie M.; Stevens, Ron H.

    2011-02-01

    Current views on metacognition consider it a fundamental factor in learning and problem-solving which in turn has led to interest in creating learning experiences conducive to developing its use. This paper reports on the effectiveness of a collaborative intervention in promoting college general chemistry students' awareness and use of metacognition. The intervention starts with a cognitive imbalance experience as a trigger for metacognitive reflection, which is then followed by reflective prompting and peer interaction. A quasi-experimental control and treatment design with 537 and 464 participants, respectively, was implemented. Assessment of metacognition was accomplished by using a multi-method instrument that consists of a self-report (Metacognitive Activities Inventory, MCAI) and a concurrent, web-based tool (Interactive Multimedia Exercises, IMMEX). IMMEX has been shown to allow rapid classification of problem solvers according to their regulatory metacognitive skills. Compared to the control group, the treatment group showed a significant increase in metacognition awareness, as evidenced by the MCAI, increased ability in solving non-algorithmic chemistry problems of higher difficulty, and with a higher per cent correctness (IMMEX). These findings are consistent with an overall increase in the use of regulatory metacognitive skills by the treatment group. We propose that the meaningful, purposeful social interaction and the reflective prompting instantiated by the intervention act as promoters of metacognition development. It is of particular relevance that these factors are not exclusive to the intervention employed here and can be embedded by practitioners in their instruction.

  9. Parental overprotection and metacognitions as predictors of worry and anxiety.

    Science.gov (United States)

    Spada, Marcantonio M; Caselli, Gabriele; Manfredi, Chiara; Rebecchi, Daniela; Rovetto, Francesco; Ruggiero, Giovanni M; Nikčević, Ana V; Sassaroli, Sandra

    2012-05-01

    Parental overprotection may have a direct effect on worry through hindering children's exploration experiences and preventing the learning of action-oriented coping strategies (Cheron, Ehrenreich and Pincus, 2009; Nolen-Hoeksema, Wolfson, Mumme and Guskin, 1995) and an indirect effect through fostering the development of maladaptive metacognitions that are associated with the activation of worry and the escalation of anxiety (Wells, 2000). The aim was to investigate the relative contribution of recalled parental overprotection in childhood and metacognitions in predicting current levels of worry. A community sample (n = 301) was administered four self-report instruments to assess parental overprotection, metacognitions, anxiety and worry. Metacognitions were found to predict levels of worry independently of gender, anxiety and parental overprotection. They were also found to predict anxiety independently of gender, worry and parental overprotection. The combination of a family environment perceived to be characterized by overprotection and high levels of maladaptive metacognitions are a risk factor for the development of worry.

  10. The Relationship between Playing Games and Metacognitive Awareness

    Science.gov (United States)

    Moncarz, Howard T.

    2012-01-01

    This study investigated how playing different types of video games was associated with different values of metacognitive awareness. The target population was first and second-year college students. The study used a survey methodology that employed two self-reporting instruments: the first to estimate a metacognitive-awareness index (MAI), and the…

  11. Bonding Ideas About Inquiry: Exploring Knowledge and Practices of Metacognition in Beginning Secondary Science Teachers

    Science.gov (United States)

    Rivero Arias, Ana Margarita

    Metacognition, identified generally as "thinking about thinking", plays a fundamental role in science education. It enhances the understanding of science as a way to generate new knowledge using scientific concepts and practices. Moreover, metacognition supports the development of students' life-long problem solving, collaboration, and critical thinking skills. When teachers use metacognition with intention, it can promote students' agency and responsibility for their own learning. However, despite all of its benefits, metacognition is rarely seen in secondary science classrooms. Thus, it is important to understand what beginning teachers know and how they use metacognition during their first years in order to find ways to prepare and support them in incorporating metacognitive practices into their science teaching. The purpose of this multimethod study was to describe the metacognitive knowledge and experiences of beginning science teachers. For the quantitative research strand, I surveyed 36 secondary science teachers about their awareness of metacognition and used classroom observations coded from a larger research study to identify how often teachers were using metacognition to teach science. For the qualitative strand, I interviewed 15 participants about their knowledge and experiences of metacognition (including reflective practices) and spent two weeks observing two of the teachers who described exemplary metacognitive teaching practices. I found that participants had a solid awareness of metacognition, but considered the term complicated to enact, difficult for students, and less important to focus on during their first years of teaching than other elements such as content. Additionally, teaching experience seemed to have an effect on teachers' knowledge and experiences of metacognition. However, participants who were using metacognitive practices had recognized their importance since the beginning of their teaching. Reflective practices can help improve

  12. Metacognitive Awareness and Math Anxiety in Gifted Students

    Science.gov (United States)

    Saricam, Hakan; Ogurlu, Üzeyir

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students…

  13. Metacognition does not imply self-reflection, but it does imply function.

    Science.gov (United States)

    Hoffman, Megan L; Schwartz, Bennett L

    2014-05-01

    Is self-reflection necessary for metacognition to occur? Like Kornell (2014, pp. 143-149), we struggle with this question. If humans metacognition is not always self-reflective, why should we expect animals to be so? We suggest that one way to pursue metacognition in animals is to examine its ecological and evolutionary relevance. ©2014 APA, all rights reserved.

  14. The neural system of metacognition accompanying decision-making in the prefrontal cortex

    Science.gov (United States)

    Qiu, Lirong; Su, Jie; Ni, Yinmei; Bai, Yang; Zhang, Xuesong; Li, Xiaoli

    2018-01-01

    Decision-making is usually accompanied by metacognition, through which a decision maker monitors uncertainty regarding a decision and may then consequently revise the decision. These metacognitive processes can occur prior to or in the absence of feedback. However, the neural mechanisms of metacognition remain controversial. One theory proposes an independent neural system for metacognition in the prefrontal cortex (PFC); the other, that metacognitive processes coincide and overlap with the systems used for the decision-making process per se. In this study, we devised a novel “decision–redecision” paradigm to investigate the neural metacognitive processes involved in redecision as compared to the initial decision-making process. The participants underwent a perceptual decision-making task and a rule-based decision-making task during functional magnetic resonance imaging (fMRI). We found that the anterior PFC, including the dorsal anterior cingulate cortex (dACC) and lateral frontopolar cortex (lFPC), were more extensively activated after the initial decision. The dACC activity in redecision positively scaled with decision uncertainty and correlated with individual metacognitive uncertainty monitoring abilities—commonly occurring in both tasks—indicating that the dACC was specifically involved in decision uncertainty monitoring. In contrast, the lFPC activity seen in redecision processing was scaled with decision uncertainty reduction and correlated with individual accuracy changes—positively in the rule-based decision-making task and negatively in the perceptual decision-making task. Our results show that the lFPC was specifically involved in metacognitive control of decision adjustment and was subject to different control demands of the tasks. Therefore, our findings support that a separate neural system in the PFC is essentially involved in metacognition and further, that functions of the PFC in metacognition are dissociable. PMID:29684004

  15. The Use of Executive Control Processes in Engineering Design by Engineering Students and Professional Engineers

    Science.gov (United States)

    Dixon, Raymond A.; Johnson, Scott D.

    2012-01-01

    A cognitive construct that is important when solving engineering design problems is executive control process, or metacognition. It is a central feature of human consciousness that enables one "to be aware of, monitor, and control mental processes." The framework for this study was conceptualized by integrating the model for creative design, which…

  16. Cognition about Cognition: Metacognitive Therapy and Change in Generalized Anxiety Disorder and Social Phobia

    Science.gov (United States)

    Wells, Adrian

    2007-01-01

    Metacognitive theory and therapy views the persistence of negative beliefs and thoughts as a result of metacognitions controlling cognition. This paper describes, with reference to the treatment of generalized anxiety disorder (GAD) and social phobia, how metacognition contributes to cognitive stability and to change. Metacognitive therapy offers…

  17. Procedural Metacognition and False Belief Understanding in 3- to 5-Year-Old Children.

    Science.gov (United States)

    Bernard, Stéphane; Proust, Joëlle; Clément, Fabrice

    2015-01-01

    Some studies, so far limited in number, suggest the existence of procedural metacognition in young children, that is, the practical capacity to monitor and control one's own cognitive activity in a given task. The link between procedural metacognition and false belief understanding is currently under theoretical discussion. If data with primates seem to indicate that procedural metacognition and false belief understanding are not related, no study in developmental psychology has investigated this relation in young children. The present paper aims, first, to supplement the findings concerning young children's abilities to monitor and control their uncertainty (procedural metacognition) and, second, to explore the relation between procedural metacognition and false belief understanding. To examine this, 82 3- to 5-year-old children were presented with an opt-out task and with 3 false belief tasks. Results show that children can rely on procedural metacognition to evaluate their perceptual access to information, and that success in false belief tasks does not seem related to success in the task we used to evaluate procedural metacognition. These results are coherent with a procedural view of metacognition, and are discussed in the light of recent data from primatology and developmental psychology.

  18. Metacognition Difficulty of Students with Visual-Spatial Intelligence during Solving Open-Ended Problem

    Science.gov (United States)

    Rimbatmojo, S.; Kusmayadi, T. A.; Riyadi, R.

    2017-09-01

    This study aims to find out students metacognition difficulty during solving open-ended problem in mathematics. It focuses on analysing the metacognition difficulty of students with visual-spatial intelligence in solving open-ended problem. A qualitative research with case study strategy is used in this study. Data in the form of visual-spatial intelligence test result and recorded interview during solving open-ended problems were analysed qualitatively. The results show that: (1) students with high visual-spatial intelligence have no difficulty on each metacognition aspects, (2) students with medium visual-spatial intelligence have difficulty on knowledge aspect on strategy and cognitive tasks, (3) students with low visual-spatial intelligence have difficulty on three metacognition aspects, namely knowledge on strategy, cognitive tasks and self-knowledge. Even though, several researches about metacognition process and metacognition literature recommended the steps to know the characteristics. It is still important to discuss that the difficulties of metacognitive is happened because of several factors, one of which on the characteristics of student’ visual-spatial intelligence. Therefore, it is really important for mathematics educators to consider and pay more attention toward students’ visual-spatial intelligence and metacognition difficulty in designing better mathematics learning.

  19. Procedural Metacognition and False Belief Understanding in 3- to 5-Year-Old Children.

    Directory of Open Access Journals (Sweden)

    Stéphane Bernard

    Full Text Available Some studies, so far limited in number, suggest the existence of procedural metacognition in young children, that is, the practical capacity to monitor and control one's own cognitive activity in a given task. The link between procedural metacognition and false belief understanding is currently under theoretical discussion. If data with primates seem to indicate that procedural metacognition and false belief understanding are not related, no study in developmental psychology has investigated this relation in young children. The present paper aims, first, to supplement the findings concerning young children's abilities to monitor and control their uncertainty (procedural metacognition and, second, to explore the relation between procedural metacognition and false belief understanding. To examine this, 82 3- to 5-year-old children were presented with an opt-out task and with 3 false belief tasks. Results show that children can rely on procedural metacognition to evaluate their perceptual access to information, and that success in false belief tasks does not seem related to success in the task we used to evaluate procedural metacognition. These results are coherent with a procedural view of metacognition, and are discussed in the light of recent data from primatology and developmental psychology.

  20. Extending Students' Practice of Metacognitive Regulation Skills with the Science Writing Heuristic

    Science.gov (United States)

    van Opstal, Mary T.; Daubenmire, Patrick L.

    2015-05-01

    Metacognition can be described as an internal conversation that seeks to answer the questions, 'how much do I really know about what I am learning' and, 'how am I monitoring what I am learning?' Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when one's current level of understanding is insufficient and to identify the needs for closing the gap in understanding. This research explored how using the Science Writing Heuristic (SWH) as an instructional approach in a laboratory classroom affected students' practice of metacognitive skills while solving open-ended laboratory problems. Within our qualitative research design, results demonstrate that students in the SWH environment, compared to non-SWH students, used metacognitive strategies to a different degree and to a different depth when solving open-ended laboratory problems. As students engaged in higher levels of metacognitive regulation, peer collaboration became a prominent path for supporting the use of metacognitive strategies. Students claimed that the structure of the SWH weekly laboratory experiments improved their ability to solve open-ended lab problems. Results from this study suggest that using instruction that encourages practice of metacognitive strategies can improve students' use of these strategies.

  1. Manifestations of metacognitive activity during the collaborative planning of chemistry practical investigations

    Science.gov (United States)

    Mathabathe, Kgadi Clarrie; Potgieter, Marietjie

    2017-07-01

    This paper elaborates a process followed to characterise manifestations of cognitive regulation during the collaborative planning of chemistry practical investigations. Metacognitive activity was defined as the demonstration of planning, monitoring, control and evaluation of cognitive activities by students while carrying out the chemistry task. Inherent in collaborative learning is the social aspect of metacognition, which in this study was evidenced in social cognitive regulation (notably of intra- and interpersonal metacognitive regulations) as groups of students went about planning their practical investigations. Discussions of two of the learning groups (n = 4; n = 3) as they planned the extended practical investigation were recorded, transcribed and analysed for indicators of any inherent metacognitive activity. The process of characterising the manifestations of metacognition resulted in the development of a coding system which specifies not only the regulatory strategies at play but the type of regulation (self or other), the area of regulation (cognition, task performance or behaviour) as well as the depth of regulatory contributions (high or low). The fine-grained coding system allowed for a finer theoretical elucidation of the social nature of metacognition. The implications of this study for metacognition and chemistry education research are highlighted.

  2. Using Metacognitive Strategies to Improve Reading Comprehension and Solve a Word Problem

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    Tomo Djudin

    2017-03-01

    Full Text Available This article describes briefly the theories of metacognition and the impacts of metacognitive skills on learning. The differences between cognitive strategy and metacognitive strategy were mentioned. Some strategies to improve students’ meta cognition skills in the classroom explored as well. Based on the theories, two models of metacognitive strategies instruction for deeply understanding in reading textbook and for finding a solution of words physics problem solving were developed. These models will enable students to be independent and strategic learners.

  3. Assessing Metacognition as a Learning Outcome in a Postsecondary Strategic Learning Course

    Science.gov (United States)

    Mytkowicz, Patricia; Goss, Diane; Steinberg, Bruce

    2014-01-01

    While metacognition is an important component of the learning process for college students, development of metacognitive knowledge and regulation is particularly important for students with LD and/or ADHD. The researchers used Schraw and Dennison's (1994) "Metacognitive Awareness Inventory" (MAI) to assess first year college students'…

  4. [Modulation of Metacognition with Decoded Neurofeedback].

    Science.gov (United States)

    Koizumi, Ai; Cortese, Aurelio; Amano, Kaoru; Kawato, Mitsuo; Lau, Hakwan

    2017-12-01

    Humans often assess their confidence in their own perception, e.g., feeling "confident" or "certain" of having seen a friend, or feeling "uncertain" about whether the phone rang. The neural mechanism underlying the metacognitive function that reflects subjective perception still remains under debate. We have previously used decoded neurofeedback (DecNef) to demonstrate that manipulating the multivoxel activation patterns in the frontoparietal network modulates perceptual confidence without affecting perceptual performance. The results provided clear evidence for a dissociation between perceptual confidence and performance and suggested a distinct role of the frontoparietal network in metacognition.

  5. Intrinsic motivation and metacognition as predictors of learning potential in patients with remitted schizophrenia.

    Science.gov (United States)

    Tas, Cumhur; Brown, Elliot C; Esen-Danaci, Aysen; Lysaker, Paul H; Brüne, Martin

    2012-08-01

    Previous research has suggested that neurocognitive functioning predicts best the potential of patients with schizophrenia to acquire newly learned material, which, in turn may impact patients' social functioning. Recent studies have also shown that intrinsic motivation and metacognitive abilities play a decisive role in social functioning in schizophrenia. Accordingly, the present study sought to examine the relationship between intelligence, motivation, metacognition, and learning during a cognitive remediation experimental training. We hypothesized that metacognition and intrinsic motivation would have a strong relationship and independently predict learning potential. Thirty-two patients with schizophrenia who fulfilled the criteria of functional remission were recruited. In a pre-training-post experimental design, patients' learning potential was assessed using previously defined cognitive remediation training for WCST. Intrinsic motivation was examined using Intrinsic Motivation Inventory for schizophrenia; mastery, a domain of metacognition, was measured using the Metacognitive Assessment Scale. Metacognition significantly correlated with subdomains of intrinsic motivation. Patients with higher intrinsic motivation and preserved metacognition improved more in the learning paradigm compared to poorly motivated patients and patients with reduced metacognitive abilities. In particular, "mastery" was determined as an independent predictor of learning potential. Motivation and metacognition are important predictors of learning in schizophrenia. Psychological interventions in schizophrenia may therefore consider incorporating techniques to stimulate metacognitive and motivational abilities as well as developing individualized training programs. Copyright © 2012 Elsevier Ltd. All rights reserved.

  6. Are there specific metacognitive processes associated with anxiety disorders in youth?

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    Terri Landon Bacow

    2010-09-01

    Full Text Available Terri Landon Bacow1, Jill Ehrenreich May2, Leslie R Brody3, Donna B Pincus41Mount Sinai School of Medicine, New York City, NY, USA; 2Department of Psychology, University of Miami, FL, USA; 3Department of Psychology, 4Center for Anxiety and Related Disorders, Boston University, MA, USAAbstract: While Wells’ metacognitive model of generalized anxiety disorder (GAD posits that certain metacognitive processes, such as negative meta-worry (negative beliefs about worry, are more strongly associated with symptoms of GAD than other anxiety disorders in adults, research has yet to determine whether the same pattern is true for younger individuals. We examined the relationship between several metacognitive processes and anxiety disorder diagnostic status in a sample of 98 youth aged 7–17 years. Twenty youth with GAD were compared with similarly sized groups of youth with obsessive-compulsive disorder (OCD, n = 18, social phobia (SOC, n = 20, separation anxiety disorder (SAD, n = 20, and healthy controls who were not patients (NONP, n = 20 using a self-report measure of metacognition adapted for use with young people in this age range (Metacognitions Questionnaire for Children. Contrary to expectations, only one specific metacognitive process was significantly associated with an anxiety disorder diagnosis, in that the controls endorsed a greater degree of cognitive monitoring (self-reported awareness of one’s thoughts than those with SAD. In addition, there was a trend indicating that nonpatients scored higher than youth with GAD on this scale. These surprising results suggest potentially differing patterns in the relationships between symptoms and metacognitive awareness in anxious youth, depending on the type of anxiety disorder presentation.Keywords: metacognition, childhood, adolescence, anxiety, diagnosis

  7. Metacognition and perspective-taking in Alzheimer’s disease: a mini-review.

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    Elodie Bertrand

    2016-11-01

    Full Text Available Metacognition refers to the monitoring and regulation of cognitive processes and its impairment can lead to a lack of self-awareness of deficits, or anosognosia. In the context of different neurological and psychiatric disorders (e.g., traumatic brain injury, dementia, and schizophrenia, studies have shown that patients who present impairments in metacognitive abilities may be able to recognize such difficulties in others and in themselves when exposed to material in a third-person perspective. Considering that metacognitive impairments are an important characteristic of dementia, especially in Alzheimer’s Disease (AD, studies of the relationship between metacognition and perspective-taking may be relevant to improve the quality of life of people with dementia. The current paper first briefly addresses the theme of metacognition and the impact of metacognitive deficits in people with AD. The focus then turns to the relationship between metacognition and perspective-taking in different neurological and psychiatric disorders, particularly AD. This relationship is also discussed based on theoretical models, particularly the Cognitive Awareness Model (CAM. Specifically, the CAM suggests the existence of distinct memory systems for self- and other-information, an idea which is supported by neuroimaging findings. We suggest that the Default Mode Network, as it has been shown to be implicated in self vs. other processing and is affected early in AD, could explain the impact of perspective-taking on awareness of deficits in AD. Finally, we present possible clinical implications of the relationship between metacognition and perspective-taking in AD. Indeed, we considered the possibility of improving patient’s awareness through the use of a third-person perspective, which, consequently, may decrease the negative impacts of anosognosia in AD.

  8. Influence of Metacognitive Awareness on Motivation and Performance in High School Precalculus

    Science.gov (United States)

    Reed, Jane Frazier

    2015-01-01

    Students who actively engage in metacognitive thinking and self-regulation and are self-motivating appear to be more successful than those who take a more passive role in learning. This causal comparative research study explored whether increasing metacognitive awareness through participating in metacognitive surveys outside of class improved…

  9. Metacognitive Listening Strategies Used by Saudi EFL Medical Students

    Science.gov (United States)

    Alhaison, Eid

    2017-01-01

    The present study investigated the metacognitive listening strategies among Saudi EFL medical students. The participants were 104 males and females, randomly selected to fill in the Metacognitive Awareness Listening Questionnaire (MALQ), developed and validated Vandergrift Goh, Mareschal, and Tafaghodtari (2006). The results revealed that…

  10. Metacognitive Strategies in the Introduction to Political Science Classroom

    Science.gov (United States)

    Lusk, Adam

    2016-01-01

    This article examines metacognitive-based teaching strategies and provides preliminary evidence about their effectiveness in the political science classroom. In a 2013 Fall semester Introduction to Political Science course, three metacognitive-based teaching strategies were designed and implemented for improving student learning through greater…

  11. The development of metacognition in primary school learning environments

    NARCIS (Netherlands)

    de Jager, B; Jansen, M; Reezigt, G; Jansen, G.G.H.

    Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning

  12. Training in Metacognitive Strategies for Students’ Vocabulary Improvement by Using Learning Journals

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    Itala Diaz

    2015-01-01

    Full Text Available This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a set of five interventions based on the cognitive academic language learning approach instructional model. These interventions, together with journaling progress, were used to train them in the use of the metacognitive strategies planning, monitoring, and evaluating. The findings showed that metacognitive strategy training has positively contributed to vocabulary acquisition skills, as participants were able to raise consciousness about some learning strategies and the use of metacognitive strategies to increase their vocabulary learning.

  13. Metacognitions are associated with subjective memory problems in patients with chronic fatigue

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    Henrik Børsting Jacobsen

    2016-05-01

    Full Text Available Background: Subjective cognitive impairments are frequent, but poorly understood in patients with chronic fatigue. We hypothesized that maladaptive metacognitive beliefs at baseline were associated with baseline subjective cognitive impairments, that they predict subjective cognitive impairments at treatment termination, and that a reduction in maladaptive metacognitive beliefs was associated with less subjective cognitive impairments at treatment termination, independent of changes in fatigue, pain, insomnia, depression, and anxiety.Methods: In this non-controlled study, patients (n=137 on sick leave due to chronic fatigue received a 3.5-week inpatient RTW rehabilitation program. Of these patients 69 (50.4 % was referred with a ICPC-2 diagnosis of chronic fatigue. Patients completed questionnaires about metacognitive beliefs, somatic complaints, psychological complaints, and cognitive impairments before and after treatment. To test the hypotheses we performed paired t tests of change, as well as seven hierarchical linear regressions.Results: Results showed that baseline maladaptive metacognitive beliefs were significantly associated with subjective cognitive impairments at baseline, controlling for symptoms. Score on baseline metacognitive beliefs did not predict impairments post-treatment. Testing specific maladaptive beliefs, pre-treatment scores on cognitive confidence were associated with subjective cognitive impairments both pre and post-treatment, controlling for symptoms. Post-treatment metacognitive beliefs and post-treatment cognitive confidence were associated with post-treatment subjective cognitive impairments, controlling for pre-treatment impairments and pre-treatment metacognitive beliefs, as well as pre and post scores on symptom measures. Conclusion: This study reports associations between maladaptive metacognitive beliefs and subjective cognitive impairments in patients with chronic fatigue. Targeting metacognitive beliefs

  14. Cognitive and metacognitive processes in self-regulation of learning

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    Erika Tomec

    2006-08-01

    Full Text Available The purpose of the present study was to investigate differences among secondary school students in cognitive and metacognitive processes in self-regulated learning (SRL according to year of education, learning program, sex and achievement. Beside this, the autors were interested in the relationship between (metacognitive components of self-regulated learning. The theoretical framework of the research was the four-component model of self-regulated learning by Hofer, Yu and Pintrich (1998. The focus was on the first part of the model which is about cognitive structure and cognitive strategies.Metacognitive awareness inventory (Shraw and Sperling Dennison, 1994 and Cognitive strategies awareness questionnaire (Pečjak, 2000, in Peklaj and Pečjak, 2002 were applied. In a sample of 321 students, differences in perception of importance of cognitive strategies among students attending different grades (1st and 4th, students attending different learning programs, students of different gender and students with different achievements emerged. Students' achievement in the whole sample was related to amount of metacognitive awareness. In the sample of 4-year students and students attending professional secondary schools, students' achievement was additionally related to appraisal of importance elaboration and organizational strategies. Further statistical analyses of relationship between components in SRL showed high positive correlation between cognitive and metacognitive components.

  15. Limited Cognitive Resources Explain a Trade-Off between Perceptual and Metacognitive Vigilance.

    Science.gov (United States)

    Maniscalco, Brian; McCurdy, Li Yan; Odegaard, Brian; Lau, Hakwan

    2017-02-01

    Why do experimenters give subjects short breaks in long behavioral experiments? Whereas previous studies suggest it is difficult to maintain attention and vigilance over long periods of time, it is unclear precisely what mechanisms benefit from rest after short experimental blocks. Here, we evaluate decline in both perceptual performance and metacognitive sensitivity (i.e., how well confidence ratings track perceptual decision accuracy) over time and investigate whether characteristics of prefrontal cortical areas correlate with these measures. Whereas a single-process signal detection model predicts that these two forms of fatigue should be strongly positively correlated, a dual-process model predicts that rates of decline may dissociate. Here, we show that these measures consistently exhibited negative or near-zero correlations, as if engaged in a trade-off relationship, suggesting that different mechanisms contribute to perceptual and metacognitive decisions. Despite this dissociation, the two mechanisms likely depend on common resources, which could explain their trade-off relationship. Based on structural MRI brain images of individual human subjects, we assessed gray matter volume in the frontal polar area, a region that has been linked to visual metacognition. Variability of frontal polar volume correlated with individual differences in behavior, indicating the region may play a role in supplying common resources for both perceptual and metacognitive vigilance. Additional experiments revealed that reduced metacognitive demand led to superior perceptual vigilance, providing further support for this hypothesis. Overall, results indicate that during breaks between short blocks, it is the higher-level perceptual decision mechanisms, rather than lower-level sensory machinery, that benefit most from rest. Perceptual task performance declines over time (the so-called vigilance decrement), but the relationship between vigilance in perception and metacognition has

  16. Metacognitive Language Learning Strategies Use, Gender, and Learning Achievement: a Correlation Study

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    Ahlam Bouirane

    2015-06-01

    Full Text Available This study investigates the relationship between metacognitive language learning strategies (MLLS and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

  17. Metacognition for strategy selection during arithmetic problem-solving in young and older adults.

    Science.gov (United States)

    Geurten, Marie; Lemaire, Patrick

    2018-04-19

    We examined participants' strategy choices and metacognitive judgments during arithmetic problem-solving. Metacognitive judgments were collected either prospectively or retrospectively. We tested whether metacognitive judgments are related to strategy choices on the current problems and on the immediately following problems, and age-related differences in relations between metacognition and strategy choices. Data showed that both young and older adults were able to make accurate retrospective, but not prospective, judgments. Moreover, the accuracy of retrospective judgments was comparable in young and older adults when participants had to select and execute the better strategy. Metacognitive accuracy was even higher in older adults when participants had to only select the better strategy. Finally, low-confidence judgments on current items were more frequently followed by better strategy selection on immediately succeeding items than high-confidence judgments in both young and older adults. Implications of these findings to further our understanding of age-related differences and similarities in adults' metacognitive monitoring and metacognitive regulation for strategy selection in the context of arithmetic problem solving are discussed.

  18. Parents' Metacognitive Knowledge: Influences on Parent-Child Interactions in a Science Museum Setting

    Science.gov (United States)

    Thomas, Gregory P.; Anderson, David

    2013-06-01

    Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents' and their children's metacognition in such settings is still in its infancy. This is despite an individual's metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents' metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children's thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings.

  19. Comparison of Mathematics and Humanitarian Sciences Students’ Metacognitive Strategies

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    Gholam Hossein Javanmard

    2014-09-01

    Full Text Available Abstract The purpose of this study was to compare the differences of using meta-cognitive strategies in high school students who study in the fields of mathematics and humanities. For do this, 140 high school students were selected randomly. The Swanson’s Meta-cognition Strategies Test was administrated for sample groups. The acquired means for two regroups were compared with t-test for two independent groups’ method. Results indicated that two groups were meaningfully differed from each other (sig=0.01 in using meta-cognitive strategies, and mean of students in mathematics field were high. Also there was a meaningful difference in task component between two groups (sig=0.002, and the mean of students in mathematics field was higher than from students in humanities field in this component. The high school students in mathematics field use more metacognitive strategies, especially task component, than the students in humanities field.

  20. Thinking about Metacognition

    Science.gov (United States)

    Crossland, John

    2015-01-01

    Learning depends on the effective use of basic cognitive processes such as memory and attention, but for optimal learning, learners also need to have awareness of, and control over, these cognitive processes. The literal meaning of metacognition is cognition about cognition or, more informally, thinking about your thinking: a good starting point…

  1. Metacognitive awareness of learning strategies in undergraduates.

    Science.gov (United States)

    McCabe, Jennifer

    2011-04-01

    Two studies examined undergraduates' metacognitive awareness of six empirically-supported learning strategies. Study 1 results overall suggested an inability to predict the learning outcomes of educational scenarios describing the strategies of dual-coding, static-media presentations, low-interest extraneous details, testing, and spacing; there was, however, weak endorsement of the strategy of generating one's own study materials. In addition, an independent measure of metacognitive self-regulation was correlated with scenario performance. Study 2 demonstrated higher prediction accuracy for students who had received targeted instruction on applied memory topics in their psychology courses, and the best performance for those students directly exposed to the original empirical studies from which the scenarios were derived. In sum, this research suggests that undergraduates are largely unaware of several specific strategies that could benefit memory for course information; further, training in applied learning and memory topics has the potential to improve metacognitive judgments in these domains.

  2. Metacognition and evidence analysis instruction: an educational framework and practical experience.

    Science.gov (United States)

    Parrott, J Scott; Rubinstein, Matthew L

    2015-08-21

    The role of metacognitive skills in the evidence analysis process has received little attention in the research literature. While the steps of the evidence analysis process are well defined, the role of higher-level cognitive operations (metacognitive strategies) in integrating the steps of the process is not well understood. In part, this is because it is not clear where and how metacognition is implicated in the evidence analysis process nor how these skills might be taught. The purposes of this paper are to (a) suggest a model for identifying critical thinking and metacognitive skills in evidence analysis instruction grounded in current educational theory and research and (b) demonstrate how freely available systematic review/meta-analysis tools can be used to focus on higher-order metacognitive skills, while providing a framework for addressing common student weaknesses. The final goal of this paper is to provide an instructional framework that can generate critique and elaboration while providing the conceptual basis and rationale for future research agendas on this topic.

  3. Dysfunctional metacognition and drive for thinness in typical and atypical anorexia nervosa.

    Science.gov (United States)

    Davenport, Emily; Rushford, Nola; Soon, Siew; McDermott, Cressida

    2015-01-01

    Anorexia nervosa is complex and difficult to treat. In cognitive therapies the focus has been on cognitive content rather than process. Process-oriented therapies may modify the higher level cognitive processes of metacognition, reported as dysfunctional in adult anorexia nervosa. Their association with clinical features of anorexia nervosa, however, is unclear. With reclassification of anorexia nervosa by DSM-5 into typical and atypical groups, comparability of metacognition and drive for thinness across groups and relationships within groups is also unclear. Main objectives were to determine whether metacognitive factors differ across typical and atypical anorexia nervosa and a non-clinical community sample, and to explore a process model by determining whether drive for thinness is concurrently predicted by metacognitive factors. Women receiving treatment for anorexia nervosa (n = 119) and non-clinical community participants (n = 100), aged between 18 and 46 years, completed the Eating Disorders Inventory (3(rd) Edition) and Metacognitions Questionnaire (Brief Version). Body Mass Index (BMI) of 18.5 kg/m(2) differentiated between typical (n = 75) and atypical (n = 44) anorexia nervosa. Multivariate analyses of variance and regression analyses were conducted. Metacognitive profiles were similar in both typical and atypical anorexia nervosa and confirmed as more dysfunctional than in the non-clinical group. Drive for thinness was concurrently predicted in the typical patients by the metacognitive factors, positive beliefs about worry, and need to control thoughts; in the atypical patients by negative beliefs about worry and, inversely, by cognitive self-consciousness, and in the non-clinical group by cognitive self-consciousness. Despite having a healthier weight, the atypical group was as severely affected by dysfunctional metacognitions and drive for thinness as the typical group. Because metacognition concurrently predicted drive for thinness

  4. Metacognitions about smoking: a preliminary investigation.

    Science.gov (United States)

    Nikčević, Ana V; Spada, Marcantonio M

    2010-01-01

    Preliminary research has indicated that metacognitions are involved in smoking. In the present study, we aimed to investigate whether specific facets of metacognition play a role in explaining smoking initiation and perseveration. Twelve individuals, self-identified as regular smokers and scoring a positive value on the Fagerström Test of Nicotine Dependence, were assessed using a semi-structured interview to investigate the following: (1) whether they held positive and/or negative metacognitive beliefs about smoking; (2) what their main goal in smoking was, and how they knew if they had achieved their goal; (3) how they directed their focus of attention when smoking; and (4) what they perceived the advantages and disadvantages of these attentional strategies to be. Results indicated that participants endorsed both positive and negative metacognitive beliefs about smoking and that the goal of smoking was to regulate negative emotion and/or to enhance cognitive functioning. Participants reported that they relied either on an internal signal, such as improvement in the emotional/cognitive state, or on a physical sign, in the form of a finished cigarette, to determine if they had achieved their goal. During an episode of smoking, half of the participants reported focusing their attention internally on thoughts and feelings or the sensations of smoking. The remainder of participants reported either an exclusively external focus of attention (e.g., the environment) or a varied focus of attention. Most participants were able to identify advantages to their attentional strategies, whereas two reported perceived disadvantages. The implications of the findings are discussed.

  5. Learning Styles and Metacognition.

    Science.gov (United States)

    Turner, Nancy D'Isa

    1993-01-01

    Examines the effects of modified instruction and high ability fifth-grade students' use of metacognition on spelling achievement. Notes that the instruction was modified to match the visual, auditory, tactile, and kinesthetic preferences of the group. Finds positive results. (RS)

  6. EXPERIENCES INITIATING SOFTWARE PRODUCT LINE ENGINEERING IN SMALL TEAMS WITH PULSE

    DEFF Research Database (Denmark)

    Mærsk-Møller, Hans Martin; Jørgensen, Bo Nørregaard

    2010-01-01

    Small teams of software engineers are represented both in small companies and semi-independent fractions in medium and large companies. Even though some results and experience papers have been published in the context of Small- and Medium-Sized Enterprises (SMEs), there is a lack of experience pa...... an existing methodology, PuLSETM, drew advantages of NetBeans Rich Client Platform, and based the product line on the existing application....

  7. Metacognitive Confidence Increases with, but Does Not Determine, Visual Perceptual Learning.

    Science.gov (United States)

    Zizlsperger, Leopold; Kümmel, Florian; Haarmeier, Thomas

    2016-01-01

    While perceptual learning increases objective sensitivity, the effects on the constant interaction of the process of perception and its metacognitive evaluation have been rarely investigated. Visual perception has been described as a process of probabilistic inference featuring metacognitive evaluations of choice certainty. For visual motion perception in healthy, naive human subjects here we show that perceptual sensitivity and confidence in it increased with training. The metacognitive sensitivity-estimated from certainty ratings by a bias-free signal detection theoretic approach-in contrast, did not. Concomitant 3Hz transcranial alternating current stimulation (tACS) was applied in compliance with previous findings on effective high-low cross-frequency coupling subserving signal detection. While perceptual accuracy and confidence in it improved with training, there were no statistically significant tACS effects. Neither metacognitive sensitivity in distinguishing between their own correct and incorrect stimulus classifications, nor decision confidence itself determined the subjects' visual perceptual learning. Improvements of objective performance and the metacognitive confidence in it were rather determined by the perceptual sensitivity at the outset of the experiment. Post-decision certainty in visual perceptual learning was neither independent of objective performance, nor requisite for changes in sensitivity, but rather covaried with objective performance. The exact functional role of metacognitive confidence in human visual perception has yet to be determined.

  8. Problematic internet pornography use: The role of craving, desire thinking, and metacognition.

    Science.gov (United States)

    Allen, Andrew; Kannis-Dymand, Lee; Katsikitis, Mary

    2017-07-01

    Defined as sexually explicit material that elicits erotic thoughts, feelings, and behaviours, internet pornography is a prevalent form of media that may facilitate problematic use and craving for engagement. Research suggests that superordinate cognitions and information processing, such as desire thinking and metacognition, are central to the activation and escalation of craving in addictive behaviours. The current study aimed to contribute to the literature by testing the proposed metacognitive model of desire thinking and craving in a sample of problematic pornography users, while revising the model by incorporating negative affect. From a theoretical perspective, environmental cues trigger positive metacognitions about desire thinking that directly influence desire thinking, resulting in the escalation of craving, negative metacognitions, and negative affect. Participants were recruited via an online survey and screened for problematic internet pornography use. Path analyses were used to investigate relationships among the aforementioned constructs in a final sample of 191 participants. Consistent with previous research, results of this study validated the existence of metacognitive processes in the activation of desire thinking and escalation of craving, while indicating that desire thinking has the potential to influence negative affect. Additionally, results supported the role of significant indirect relationships between constructs within the revised model of metacognition, desire thinking, and psychopathology. Collectively, the findings demonstrate the clinical value of a metacognitive conceptualisation of problematic pornography use. Exploring the metacognitive mechanisms that underpin problematic internet pornography use may give rise to the development of new treatment and relapse prevention strategies. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. Metacognition fundaments, applications, and trends a profile of the current state-of-the-art

    CERN Document Server

    2015-01-01

    This book is devoted to the Metacognition arena. It highlights works that show relevant analysis, reviews, theoretical, and methodological proposals, as well as studies, approaches, applications, and tools that shape current state, define trends and inspire future research. As a result of the revision process fourteen manuscripts were accepted and organized into five parts as follows: ·     Conceptual: contains conceptual works oriented to: (1) review models of strategy instruction and tailor a hybrid strategy; (2) unveil second-order judgments and define a method to assess metacognitive judgments; (3) introduces a conceptual model to describe the metacognitive activity as an autopoietic system. ·     Framework: offers three works concerned with: (4) stimulate metacognitive skills and self-regulatory functions; (5) evaluate metacognitive skills and self-regulated learning at problem solving; (6) deal with executive management metacognition and strategic knowledge metacognition. ·     Studies: r...

  10. Reading comprehension metacognitive strategies as a means for controlling behavior

    Directory of Open Access Journals (Sweden)

    Dinorah Aladina Caballero López

    2014-07-01

    Full Text Available Textual comprehension implies the use of various metacognitive strategies by the students when they have to face a text to be competent readers. That is why the objective of this article is to illustrate the application of metacognitive strategies in order to achieve an efficient textual comprehension, taking into account the self – regulation the student exerts over his own learning process. It is applied as the main method historical-logical studies based on a professional-researching systematic practice; at the same time observation is largely used. The main result is the introduction of metacognitive strategies in reading comprehension, which subsequently favor the self-control of personal behavior. The article is the result of a research project sponsored by the department of Special Education. Key words: reading comprehension, metacognitive strategies, behavior self-control.

  11. Synthetic Cognitive Apprenticeship Model – Possible Way to Enhance Students’ Metacognitive Skills

    Directory of Open Access Journals (Sweden)

    Jelena Suchanova

    2011-12-01

    Full Text Available The article presents the kaleidoscopic view on the concept of metacognition. There are a lot of implications showing the link between metacognitive skills, learning and teaching. Metacognitive skills such as self-direction, self-evaluation, and self-control, as well as orientation, planning, monitoring, testing, diagnosing, repairing, evaluation and reflection play an important role in facilitating the process of transition from teacher-centered environment to autonomous foreign language studies. Synthetic Cognitive Apprenticeship model is suggested as possible way to help students enhance their metacognitive skills thus becoming more prepared for autonomous foreign language studies.

  12. Metacognition in first-episode psychosis and its association with positive and negative symptom profiles.

    Science.gov (United States)

    Trauelsen, Anne Marie; Gumley, Andrew; Jansen, Jens Einar; Pedersen, Marlene Buch; Nielsen, Hanne-Grethe Lyse; Trier, Christopher Høier; Haahr, Ulrik H; Simonsen, Erik

    2016-04-30

    There is growing evidence that metacognitive abilities which include the ability to synthesize knowledge regarding mental states in self and others and use this ability to solve problems are impaired in non-affective psychosis and associated with positive and negative symptom severity. We sought to (a) investigate the severity of metacognitive impairments in first-episode psychosis (FEP) compared to non-clinical controls and (b) explore associations with positive and negative symptom profiles. Ninety-seven people with FEP were compared to 101 control persons. Metacognition was assessed with interviews and the Metacognitive assessment scale-abbreviated. Four groups based on positive and negative symptoms were identified by cluster analysis and compared on metacognition, childhood adversities, duration of untreated psychosis and premorbid social and academic adjustment. Those with high levels of negative symptoms had poorer metacognitive abilities. Those with high positive and low negative symptoms did not have poorer metacognitive abilities than those with low positive and negative symptoms. None of the other predictors differed between the groups. The FEP group had poorer metacognitive abilities than the control group. Inclusion of metacognition in psychosis models may improve our understanding of negative symptoms, while previous findings of a relation with positive symptoms may have been confounded. Implications for current interventions are discussed. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  13. Schizophrenia and Metacognition

    DEFF Research Database (Denmark)

    Austin, Stephen F.; Mors, Ole; Nordentoft, Merete

    2014-01-01

    tested for relationships between course of illness and levels of specific metacognitions in schizophrenia spectrum disorders. A large cohort of people with first episode psychosis (n = 578) recruited as part the OPUS trial (1998–2000) were tested. Information about course of illness (remitted, episodic...... beliefs may also impact on positive symptoms and course of illness within schizophrenia....

  14. Where is the "meta" in animal metacognition?

    Science.gov (United States)

    Kornell, Nate

    2014-05-01

    Apes, dolphins, and some monkeys seem to have metacognitive abilities: They can accurately evaluate the likelihood that their response in cognitive task was (or will be) correct. These certainty judgments are seen as significant because they imply that animals can evaluate internal cognitive states, which may entail meaningful self-reflection. But little research has investigated what is being reflected upon: Researchers have assumed that when animals make metacognitive judgments they evaluate internal memory strength. Yet decades of research have demonstrated that humans cannot directly evaluate internal memory strength. Instead, they make certainty judgments by drawing inferences from cues they can evaluate, such as familiarity and ease of processing. It seems likely that animals do the same, but this hypothesis has not been tested. I suggest two strategies for investigating the internal cues that underlie animal metacognitive judgments. It is possible that animals, like humans, are capable of making certainty judgments based on internal cues without awareness or meaningful self-reflection. ©2014 APA, all rights reserved.

  15. Prior expectations facilitate metacognition for perceptual decision.

    Science.gov (United States)

    Sherman, M T; Seth, A K; Barrett, A B; Kanai, R

    2015-09-01

    The influential framework of 'predictive processing' suggests that prior probabilistic expectations influence, or even constitute, perceptual contents. This notion is evidenced by the facilitation of low-level perceptual processing by expectations. However, whether expectations can facilitate high-level components of perception remains unclear. We addressed this question by considering the influence of expectations on perceptual metacognition. To isolate the effects of expectation from those of attention we used a novel factorial design: expectation was manipulated by changing the probability that a Gabor target would be presented; attention was manipulated by instructing participants to perform or ignore a concurrent visual search task. We found that, independently of attention, metacognition improved when yes/no responses were congruent with expectations of target presence/absence. Results were modeled under a novel Bayesian signal detection theoretic framework which integrates bottom-up signal propagation with top-down influences, to provide a unified description of the mechanisms underlying perceptual decision and metacognition. Copyright © 2015 Elsevier Inc. All rights reserved.

  16. Dysfunctional Metacognitive Beliefs in Body Dysmorphic Disorder

    Science.gov (United States)

    Zeinodini, Zahra; Sedighi, Sahar; Rahimi, Mandana Baghertork; Noorbakhsh, Simasadat; Esfahani, Sepideh Rajezi

    2016-01-01

    The present study aims to examine the correlation of body dysmorphic disorder, with metacognitive subscales, metaworry and thought-fusion. The study was conducted in a correlation framework. Sample included 155 high school students in Isfahan, Iran in 2013-2014, gathered through convenience sampling. To gather data about BDD, Yale-Brown Obsessive Compulsive Scale Modified for BDD was applied. Then, Meta Cognitive Questionnaire, Metaworry Questionnaire, and Thought-Fusion Inventory were used to assess metacognitive subscales, metaworry and thought-fusion. Data obtained from this study were analyzed using Pearson correlation and multiple regressions in SPSS 18. Result indicated YBOCS-BDD scores had a significant correlation with scores from MCQ (Pdysmorphic disorder was significantly related to metacognitive subscales, metaworry, and thought fusion in high school students in Isfahan, which is in line with previous studies. A deeper understanding of these processes can broaden theory and treatment of BDD, thereby improve the lives of sufferers and potentially protect others from developing this devastating disorder. PMID:26493420

  17. A Student Team in a University of Michigan Biomedical Engineering Design Course Constructs a Microfluidic Bioreactor for Studies of Zebrafish Development

    Science.gov (United States)

    Shen, Yu-chi; Li, David; Al-Shoaibi, Ali; Bersano-Begey, Tom; Chen, Hao; Ali, Shahid; Flak, Betsy; Perrin, Catherine; Winslow, Max; Shah, Harsh; Ramamurthy, Poornapriya; Schmedlen, Rachael H.; Takayama, Shuichi

    2009-01-01

    Abstract The zebrafish is a valuable model for teaching developmental, molecular, and cell biology; aquatic sciences; comparative anatomy; physiology; and genetics. Here we demonstrate that zebrafish provide an excellent model system to teach engineering principles. A seven-member undergraduate team in a biomedical engineering class designed, built, and tested a zebrafish microfluidic bioreactor applying microfluidics, an emerging engineering technology, to study zebrafish development. During the semester, students learned engineering and biology experimental design, chip microfabrication, mathematical modeling, zebrafish husbandry, principles of developmental biology, fluid dynamics, microscopy, and basic molecular biology theory and techniques. The team worked to maximize each person's contribution and presented weekly written and oral reports. Two postdoctoral fellows, a graduate student, and three faculty instructors coordinated and directed the team in an optimal blending of engineering, molecular, and developmental biology skill sets. The students presented two posters, including one at the Zebrafish meetings in Madison, Wisconsin (June 2008). PMID:19292670

  18. Does team stability mediate the relationship between leadership and team learning? An empirical study among Dutch project teams

    NARCIS (Netherlands)

    Savelsbergh, Chantal M.J.H.; Poell, Rob F.; van der Heijden, Beatrice

    2014-01-01

    An exploratory field study was conducted among 30 project teams in the sectors of building and utilities, engineering and construction, infrastructure, and area decontamination and development in the Netherlands. It examined the influence of leadership on team learning behaviors and included team

  19. Does team stability mediate the relationship between leadership and team learning? : An empirical study among Dutch project teams

    NARCIS (Netherlands)

    Savelsbergh, C.; Poell, R.F.; van der Heijden, B.

    2015-01-01

    An exploratory field study was conducted among 30 project teams in the sectors of building and utilities, engineering and construction, infrastructure, and area decontamination and development in the Netherlands. It examined the influence of leadership on team learning behaviors and included team

  20. Metacognition assessment interview: Instrument description and factor structure

    OpenAIRE

    Pellecchia, Giovanni; Moroni, Fabio; Carcione, Antonino; Colle, Livia; Dimaggio, Giancarlo; Nicolò, Giuseppe; Pedone, Roberto; Procacci, Michele; Semerari, Antonio

    2015-01-01

    Objective: Metacognition is a multi-component psychological construct, characterised by the ability to identify and describe one’s own mental states and those of others. Evidence has been found for an association between deficits in metacognitive abilities and poor social functioning, low quality of life, psychopathology, and symptoms in Personality Disorders (PDs). However, to date, there are few psychometrically validated instruments available for assessing the different components of metac...

  1. THE DEVELOPMENT OF BIOLOGY MATERIAL RESOURCES BY METACOGNITIVE STRATEGY

    Directory of Open Access Journals (Sweden)

    Endang Susantini

    2016-02-01

    Full Text Available The Development of Biology Material Resources by Metacognitive Strategy The study was aimed at finding out the suitability of Biology Materials using the metacognitive strategy. The materials were textbooks, self-understanding Evaluation Sheet and the key, lesson plan, and tests including the answer key. The criteria of appropriateness included the relevance of the resources with the content validity, face va­lidity and the language. This research and development study was carried out employing a 3D model, namely define, design and develop. At the define stage, three topics were selected for analysis, they were virus, Endocrine System, and Genetic material. During the design phase, the physical appearance of the materials was suited with the Metacognitive Strategy. At the develop phase, the material resources were examined and validated by two Biology experts and senior teachers of Biology. The results showed that the Biology material Resources using Metacognitive Strategy developed in the study has fell into the category of very good ( score > 3.31 and was therefore considered suitable.

  2. Metacognitive Instruction: Global and Local Shifts in Considering Listening Input

    Directory of Open Access Journals (Sweden)

    Hossein Bozorgian

    2013-01-01

    Full Text Available A key shift of thinking for effective learning and teaching of listening input has been seen and organized in education locally and globally. This study has probed whether metacognitive instruction through a pedagogical cycle shifts high-intermediate students' English language learning and English as a second language (ESL teacher's teaching focus on listening input. Twenty male Iranian students with an age range of 18 to 24 received a guided methodology including metacognitive strategies (planning, monitoring, and evaluation for a period of three months. This study has used the strategies and probed the importance of metacognitive instruction through interviewing both the teacher and the students. The results have shown that metacognitive instruction helped both the ESL teacher's and the students' shift of thinking about teaching and learning listening input. This key shift of thinking has implications globally and locally for classroom practices of listening input.

  3. Beautiful Teams Inspiring and Cautionary Tales from Veteran Team Leaders

    CERN Document Server

    Stellman, Andrew

    2009-01-01

    What's it like to work on a great software development team facing an impossible problem? How do you build an effective team? Beautiful Teams takes you behind the scenes with some of the most interesting teams in software engineering history. You'll learn from veteran team leaders' successes and failures, told through a series of engaging personal stories -- and interviews -- by leading programmers, architects, project managers, and thought leaders.

  4. High-Level Waste Salt Disposition Systems Engineering Team Final Report, Volumes I, II, and III

    International Nuclear Information System (INIS)

    Piccolo, S.F.

    1999-01-01

    This report describes the process used and results obtained by the High Level Waste Salt Disposition Systems Engineering Team to select a primary and backup alternative salt disposition method for the Savannah River Site

  5. An Analysis of Teachers' Self-Reported Competencies for Teaching Metacognition

    Science.gov (United States)

    Ozturk, Nesrin

    2017-01-01

    For successful reading experiences in native and/or foreign/second language, individuals need to benefit from not only cognitive strategies but also metacognitive strategies. Although research found reading comprehension and performance increase following metacognitive trainings, such findings may not transfer into mainstream classrooms as easily…

  6. Metacognitive reading strategies of children with learning disabilities.

    Science.gov (United States)

    Nicolielo-Carrilho, Ana Paola; Hage, Simone Rocha de Vasconcellos

    2017-05-15

    to check the use of metacognitive reading strategies in children with learning disabilities and determine whether there is a relationship between their use and text comprehension. the study was conducted on 30 children, aged 8 to 12 years, of both genders, divided into experimental group (EG) - 15 children with learning disabilities; and control group (CG) - 15 children without disability. All children were submitted to the Reading Strategies Scale and Prolec text comprehension subtest. The sample was described in mean, median, minimum and maximum values. Comparative analysis was performed between the groups using the Mann-Whitney test. The degree of correlation between variables was verified by Spearman Correlation Analysis. The significance level was set at 5%. across the total scores of the scale, EG performance was lower in all descriptive measures, with a significant difference compared to CG. The EG achieved a performance close to children without difficulties only in global strategies. The correlation between the use of metacognitive strategies and reading comprehension was positive. children with learning disabilities showed deficits in the use of metacognitive reading strategies when compared to children without learning disabilities. The better the performance in reading strategies, the better textual comprehension was and vice versa, suggesting that metacognitive reading skills contribute to reading comprehension.

  7. Metacognitive Online Reading Strategies Applied by EFL Students

    OpenAIRE

    İnceçay, Görsev

    2013-01-01

    ABSTRACTThe purpose of the present study is twofold. It investigated both what metacognitive online reading strategies the Turkish EFL students report using for academic purposes; and how they use the reported strategies in actual reading tasks. Data came from Online Survey of Reading Strategies (Anderson, 2003), think-aloud protocols and post-reading interview. Results of this study revealed that the students who participated in this study reported a wide range of metacognitive strategies wh...

  8. Recent Experiences of the NASA Engineering and Safety Center (NESC) Guidance Navigation and Control (GN and C) Technical Discipline Team (TDT)

    Science.gov (United States)

    Dennehy, Cornelius J.

    2011-01-01

    The NASA Engineering and Safety Center (NESC) is an independently funded NASA Program whose dedicated team of technical experts provides objective engineering and safety assessments of critical, high risk projects. NESC's strength is rooted in the diverse perspectives and broad knowledge base that add value to its products, affording customers a responsive, alternate path for assessing and preventing technical problems while protecting vital human and national resources. The Guidance Navigation and Control (GN&C) Technical Discipline Team (TDT) is one of fifteen such discipline-focused teams within the NESC organization. The TDT membership is composed of GN&C specialists from across NASA and its partner organizations in other government agencies, industry, national laboratories, and universities. This paper will briefly define the vision, mission, and purpose of the NESC organization. The role of the GN&C TDT will then be described in detail along with an overview of how this team operates and engages in its objective engineering and safety assessments of critical NASA.

  9. Implementation of Authentic Learning and Assessment through STEM Education Approach to Improve Students’ Metacognitive Skills

    Directory of Open Access Journals (Sweden)

    Ilman Anwari

    2016-02-01

    Full Text Available The important aspects of improving metacognitive skills are knowledge, intelligence, experience, and practice. STEM education is considered to be one of the most influential approaches to encouraging students to be self-regulated learners. In STEM education lessons, students are provided many opportunities to develop their thinking skills (metacognitive skills, critical and creative thinking. The goals of this study were to identify the effects of STEM education in the improvement of metacognitive skills, and to investigate metacognitive activities in STEM education. The participants were middle school students in the third year. The research instrument was the Metacognitive Activities Inventory (MCAI, used to identify changes in metacognitive skills before and after the lessons. Furthermore, portfolios were used to record students’ learning processes and help them reflect on their thinking and the tasks. The results show no significant changes in metacognitive skills. However, STEM education engages students in metacognitive activities. Therefore, implementation of STEM education in the classroom provides opportunities to students for understanding the importance of the integration of different disciplines and its applications. In addition, STEM education can increase students’ interest in science lessons.

  10. Online Metacognitive Strategies, Hypermedia Annotations, and Motivation on Hypertext Comprehension

    Science.gov (United States)

    Shang, Hui-Fang

    2016-01-01

    This study examined the effect of online metacognitive strategies, hypermedia annotations, and motivation on reading comprehension in a Taiwanese hypertext environment. A path analysis model was proposed based on the assumption that if English as a foreign language learners frequently use online metacognitive strategies and hypermedia annotations,…

  11. Metacognition Is Necessary for the Emergence of Motivation in People With Schizophrenia Spectrum Disorders: A Necessary Condition Analysis.

    Science.gov (United States)

    Luther, Lauren; Bonfils, Kelsey A; Firmin, Ruth L; Buck, Kelly D; Choi, Jimmy; Dimaggio, Giancarlo; Popolo, Raffaele; Minor, Kyle S; Lysaker, Paul H

    2017-12-01

    Metacognition deficits are a putative cause of reduced motivation in people with schizophrenia spectrum disorders. However, it is unclear whether certain levels of metacognition are necessary for motivation to emerge. This study used a Necessary Condition Analysis to test whether metacognition was necessary for the presence of motivation and to identify the minimum level of metacognition necessary for high motivation to be possible in people with schizophrenia spectrum disorders (N = 175). Participants completed clinician-rated measures of metacognition and motivation. Necessary Condition Analysis revealed that metacognition is a necessary condition for motivation and that high levels of motivation were only possible, although not guaranteed, when at least a basic level of metacognition was present. The findings suggest that metacognition is a necessary building block for the development of motivation. Results suggest that targeting metacognition may be essential for improving motivation among people with schizophrenia spectrum disorders who do not meet this metacognition threshold.

  12. Individual differences in processing coherence markers: the effect of metacognitive knowledge

    NARCIS (Netherlands)

    Vlaar, M.A.J.|info:eu-repo/dai/nl/412585669; Sanders, T.J.M.|info:eu-repo/dai/nl/075243911; Welie, Camille

    2017-01-01

    Coherence markers such as connectives positively influence the reading process and reading comprehension for most, but not all, readers. Metacognitive knowledge, concerning strategies to regulate the reading process, may explain these individual differences. We investigated how metacognitive

  13. Metacognition in higher education

    NARCIS (Netherlands)

    Vos, Henk

    2001-01-01

    This thesis studies (a) the reasoning of students, (b) teaching and learning in a laboratory course, and (c) the ideas of teachers about the structure of a theoretical course. These studies have been united by the concept of metacognition that can be understood globally as cognition on cognition.

  14. Factors affecting metacognition of undergraduate nursing students in a blended learning environment.

    Science.gov (United States)

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2014-06-01

    This paper is a report of a study to examine the influence of demographic, learning involvement and learning performance variables on metacognition of undergraduate nursing students in a blended learning environment. A cross-sectional, correlational survey design was adopted. Ninety-nine students invited to participate in the study were enrolled in a professional nursing ethics course at a public nursing college. The blended learning intervention is basically an assimilation of classroom learning and online learning. Simple linear regression showed significant associations between frequency of online dialogues, the Case Analysis Attitude Scale scores, the Case Analysis Self Evaluation Scale scores, the Blended Learning Satisfaction Scale scores, and Metacognition Scale scores. Multiple linear regression indicated that frequency of online dialogues, the Case Analysis Self Evaluation Scale and the Blended Learning Satisfaction Scale were significant independent predictors of metacognition. Overall, the model accounted for almost half of the variance in metacognition. The blended learning module developed in this study proved successful in the end as a catalyst for the exercising of metacognitive abilities by the sample of nursing students. Learners are able to develop metacognitive ability in comprehension, argumentation, reasoning and various forms of higher order thinking through the blended learning process. © 2013 Wiley Publishing Asia Pty Ltd.

  15. Promoting Metacognition in Introductory Calculus-based Physics Labs

    Science.gov (United States)

    Grennell, Drew; Boudreaux, Andrew

    2010-10-01

    In the Western Washington University physics department, a project is underway to develop research-based laboratory curriculum for the introductory calculus-based course. Instructional goals not only include supporting students' conceptual understanding and reasoning ability, but also providing students with opportunities to engage in metacognition. For the latter, our approach has been to scaffold reflective thinking with guided questions. Specific instructional strategies include analysis of alternate reasoning presented in fictitious dialogues and comparison of students' initial ideas with their lab group's final, consensus understanding. Assessment of student metacognition includes pre- and post- course data from selected questions on the CLASS survey, analysis of written lab worksheets, and student opinion surveys. CLASS results are similar to a traditional physics course and analysis of lab sheets show that students struggle to engage in a metacognitive process. Future directions include video studies, as well as use of additional written assessments adapted from educational psychology.

  16. Metacognition, Metamemory, and Mindreading in High-Functioning Adults with Autism Spectrum Disorder.

    OpenAIRE

    Grainger, Catherine; Williams, David M.; Lind, Sophie E.

    2014-01-01

    Objectives: Metacognition refers to cognition about cognition, and encompasses both knowledge of cognitive processes and the ability to monitor and control one’s own cognitions. The current study aimed to establish whether metacognition is impaired in autism spectrum disorder (ASD). According to some theories, the ability to represent one’s own mental states (an aspect of metacognition) relies on the same mechanism as the ability to represent others’ mental states (“mindreading”). Given numer...

  17. Metacognition and L2 listening. Observation of university-level teaching practices

    Directory of Open Access Journals (Sweden)

    Jaqueline Hernandez Wilson

    2016-01-01

    Full Text Available Theoretical and empirical research offers support for explicit instruction on metacognition and cognitive strategies as an effective way to improve L2 listening skills. This study is aimed at identifying whether both metacognition and cognitive strategies are worked on in a university-level French class on a daily basis. A second-year French-class teacher and his students (n=26 were observed during five listening-based sessions over a semester. Quantitative data was collected with regard to six dimensions of explicit metacognitive instruction of listening skills, using a teacher self-evaluation questionnaire, a student questionnaire and a structured observation. The results reveal implicit cognitive work during the pre-, while- and post-listening teaching stages. Nonetheless, strategy assessment, and the explicit teaching of metacognitive strategies for planning, monitoring, controlling and problem identifying, both remain controversial.

  18. Team engineering for successful reuse and mission enhancement of a former DOE Weapons Material Production Facility

    International Nuclear Information System (INIS)

    Blackford, L.T.; Mizner, J.H. Jr.

    1994-11-01

    This paper describes the team engineering approach used to resolve issues associated with converting a 50-year-old fuel processing facility into a decontamination facility. In only nine months, the multi-disciplinary team formed for this task has made significant progress toward both long-term and short-term goals, including conceptual design of two decontamination modules. The team's accomplishments are even more notable in light of frequent changes in scope and mission. Today, the team serves as a venue for troubleshooting operational issues, sharing vendor information, developing long-range strategies, and addressing integration issues within the facility's organizational structure. The team's approach could serve as a useful model to address the many issues surrounding the transition of the U.S. Department of Energy (DOE) and commercial complexes from a production and supply role to one of cleanup and environmental remediation

  19. Investigating the role of socially mediated metacognition during collaborative troubleshooting of electric circuits

    Directory of Open Access Journals (Sweden)

    Kevin L. Van De Bogart

    2017-09-01

    Full Text Available Developing students’ ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of troubleshooting. However, that work has focused primarily on individual students’ metacognitive processes or troubleshooting abilities. In contrast, electronics courses often require students to work in pairs, and hence students’ in-class experiences likely have significant social dimensions that are not well understood. In this work, we use an existing framework for socially mediated metacognition to analyze audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electric circuit. In doing so, we provide insight into some of the social metacognitive dynamics that arise during collaborative troubleshooting. We find that students engaged in socially mediated metacognition at multiple key transitions during the troubleshooting process. Reciprocated metacognitive dialogue arose when students were collectively strategizing about which measurements to perform, or reaching a shared understanding of the circuit’s behavior. Our research demonstrates the value of the framework of socially mediated metacognition in providing insight into the nature of collaborative student troubleshooting in the context of electronics. As such, this framework may be a useful resource for future efforts to examine and support the development of student troubleshooting skills in other upper-division laboratory courses.

  20. Investigating the role of socially mediated metacognition during collaborative troubleshooting of electric circuits

    Science.gov (United States)

    Van De Bogart, Kevin L.; Dounas-Frazer, Dimitri R.; Lewandowski, H. J.; Stetzer, MacKenzie R.

    2017-12-01

    Developing students' ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of troubleshooting. However, that work has focused primarily on individual students' metacognitive processes or troubleshooting abilities. In contrast, electronics courses often require students to work in pairs, and hence students' in-class experiences likely have significant social dimensions that are not well understood. In this work, we use an existing framework for socially mediated metacognition to analyze audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electric circuit. In doing so, we provide insight into some of the social metacognitive dynamics that arise during collaborative troubleshooting. We find that students engaged in socially mediated metacognition at multiple key transitions during the troubleshooting process. Reciprocated metacognitive dialogue arose when students were collectively strategizing about which measurements to perform, or reaching a shared understanding of the circuit's behavior. Our research demonstrates the value of the framework of socially mediated metacognition in providing insight into the nature of collaborative student troubleshooting in the context of electronics. As such, this framework may be a useful resource for future efforts to examine and support the development of student troubleshooting skills in other upper-division laboratory courses.

  1. A Study of Translation Students' Self-Regulation and Metacognitive Awareness in Association with their Gender and Educational Level

    Directory of Open Access Journals (Sweden)

    Mona Hashempour

    2015-07-01

    Full Text Available The present study sought to investigate the probable link between Iranian English translation studies students’ metacognitive awareness, self-regulation, and gender. Furthermore, the role of educational level of translation students in metacognitive awareness and self-regulation was explored. For the purpose of the study, a sample of 230 M.A and B.A senior English translation students comprised the participants of the research. They were asked to complete two questionnaires of Metacognitive Awareness Inventory (MAI and Self-regulation Trait (SRT.The Metacognitive Awareness Inventory (MAI was developed by Schraw and Dennison (1994 and consists of 52 statements. It measures two components of metacognition: metacognitive knowledge and metacognitive regulation. Metacognitive knowledge comprises three subscales: Declarative knowledge, Procedural knowledge, and Conditional knowledge. Metacognitive regulation consists of five subscales: Planning, Information management, Monitoring, Debugging, and Evaluation. The self-regulation trait (SRT questionnaire was designed by O'Neil and Herl (1998. It was developed based on Zimmerman's self –regulation model. It consists of 32 Likert-scale questions. The scale seeks to measure metacognition and motivation dimensions.  Each dimension comprises two sub-scales. Meta-cognition covers the constructs of planning and self-monitoring, and motivation contains effort and self-efficacy. Independent samples t-tests were run to investigate the role of gender and educational level in the level of translation students’ metacognitive awareness and self-regulation. The results of t-test demonstrated that there are not any differences between male and female translation students regarding metacognitive awareness and self-regulation. It was also found that there is a negative significant impact of educational level on total metacognitive awareness, and some components of metacognitive awareness: declarative knowledge

  2. Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice

    Science.gov (United States)

    Desautel, Daric

    2009-01-01

    Background/Context: Metacognition has been a subject of study for cognitive theorists, behaviorists, educators, and others. The term metacognition has traditionally and simply been defined as "thinking about thinking," yet it describes a complex process that can result in a nuanced understanding of oneself as a thinker and a learner. Metacognition…

  3. Impact of Metacognitive Awareness on Performance of Students in Chemistry

    Science.gov (United States)

    Rahman, Fazal ur; Jumani, Nabi Bux; Chaudry, Muhammad Ajmal; Chisti, Saeed ul Hasan; Abbasi, Fahim

    2010-01-01

    The impact of metacognitive awareness on students' performance has been examined in the present study. 900 students of grade X participated in the study. Metacognitive awareness was measured using inventory, while performance of students was measured with the help of researcher made test in the subject of chemistry. Results indicated that…

  4. Visual Aids Improve Diagnostic Inferences and Metacognitive Judgment Calibration

    Directory of Open Access Journals (Sweden)

    Rocio eGarcia-Retamero

    2015-07-01

    Full Text Available Visual aids can improve comprehension of risks associated with medical treatments, screenings, and lifestyles. Do visual aids also help decision makers accurately assess their risk comprehension? That is, do visual aids help them become well calibrated? To address these questions, we investigated the benefits of visual aids displaying numerical information and measured accuracy of self-assessment of diagnostic inferences (i.e., metacognitive judgment calibration controlling for individual differences in numeracy. Participants included 108 patients who made diagnostic inferences about three medical tests on the basis of information about the sensitivity and false-positive rate of the tests and disease prevalence. Half of the patients received the information in numbers without a visual aid, while the other half received numbers along with a grid representing the numerical information. In the numerical condition, many patients --especially those with low numeracy-- misinterpreted the predictive value of the tests and profoundly overestimated the accuracy of their inferences. Metacognitive judgment calibration mediated the relationship between numeracy and accuracy of diagnostic inferences. In contrast, in the visual aid condition, patients at all levels of numeracy showed high-levels of inferential accuracy and metacognitive judgment calibration. Results indicate that accurate metacognitive assessment may explain the beneficial effects of visual aids and numeracy --a result that accords with theory suggesting that metacognition is an essential part of risk literacy. We conclude that well-designed risk communications can inform patients about health-relevant numerical information while helping them assess the quality of their own risk comprehension.

  5. Intelligence and Metacognition as Predictors of Foreign Language Achievement: A Structural Equation Modeling Approach

    Science.gov (United States)

    Pishghadam, Reza; Khajavy, Gholam Hassan

    2013-01-01

    This study examined the role of metacognition and intelligence in foreign language achievement on a sample of 143 Iranian English as a Foreign Language (EFL) learners. Participants completed Raven's Advanced Progressive Matrices as a measure of intelligence, and Metacognitive Awareness Inventory as a measure of metacognition. Learners' scores at…

  6. The Effects of Metacognitive Learning Strategy in Writing Enhancement of English Studen

    Directory of Open Access Journals (Sweden)

    Nazli Tyfekci

    2017-12-01

    Full Text Available This study investigates the effectiveness of metacognitive learning strategy in writing enhancement of English language and literature students in Kosovo. The research examined students’ metacognitive knowledge and regulation about their priorities regarding drafting, planning, organizing, summarizing, composing, reviewing and later on evaluation. Divided into two phases to first measure their awareness towards metacognition, and then to evaluate their capability in composition through learning strategies, the results of the research suggest that, contrary to the traditional view, in Kosovo, that places its importance on the teacher and not the student, the experimental participants proved that by utilizing metacognitive learning strategy enhances their writing efficiency and effectiveness. Findings also suggest that students’ attitude towards new and modern learning strategies is potently positive and welcoming.

  7. The Relationships among Writing Skills, Writing Anxiety and Metacognitive Awareness

    Science.gov (United States)

    Balta, Elif Emine

    2018-01-01

    The purpose of this study was to investigate the relationships among students' argumentative text writing skills, writing anxiety, and metacognitive awareness. The participants were composed of 375 8th graders in six middle schools in Sivas. Metacognitive Awareness Inventory (B Form) which was adapted in to Turkish by Karakelle & Saraç (2007)…

  8. Using Strategy Instruction and Confidence Judgments to Improve Metacognitive Monitoring

    Science.gov (United States)

    Huff, Jessica D.; Nietfeld, John L.

    2009-01-01

    Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in "Studying as self-regulated learning." In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), "Metacognition in educational theory and practice" (pp. 227-304). Mahwah, NJ: Erlbaum,…

  9. Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

    Science.gov (United States)

    Misu, La; Ketut Budayasa, I.; Lukito, Agung

    2018-03-01

    This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.

  10. Metacognitive awareness and math anxiety in gifted students

    OpenAIRE

    Hakan Sarıcam; Üzeyir Ogurlu

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary S...

  11. Metacognition: As a Predictor of One's Academic Locus of Control

    Science.gov (United States)

    Arslan, Serhat; Akin, Ahmet

    2014-01-01

    The purpose of this study is to examine the effect of metacognition on one's academic locus of control. The study's sample group consists of 451 university students enrolled in various programs at Sakarya University, Turkey. In this study, the Metacognitive Awareness Inventory and the Academic Locus of Control Scale were used. The correlations and…

  12. Avoiding the conflict: Metacognitive awareness drives the selection of low-demand contexts.

    Science.gov (United States)

    Desender, Kobe; Buc Calderon, Cristian; Van Opstal, Filip; Van den Bussche, Eva

    2017-07-01

    Previous research attempted to explain how humans strategically adapt behavior in order to achieve successful task performance. Recently, it has been suggested that 1 potential strategy is to avoid tasks that are too demanding. Here, we report 3 experiments that investigate the empirically neglected role of metacognitive awareness in this process. In these experiments, participants could freely choose between performing a task in either a high-demand or a low-demand context. Using subliminal priming, we ensured that participants were not aware of the visual stimuli creating these different demand contexts. Our results showed that participants who noticed a difference in task difficulty (i.e., metacognitive aware participants) developed a clear preference for the low-demand context. In contrast, participants who experienced no difference in task difficulty (i.e., metacognitive unaware participants) based their choices on variables unrelated to cognitive demand (e.g., the color or location associated with a context), and did not develop a preference for the low-demand context. Crucially, this pattern was found despite identical task performance in both metacognitive awareness groups. A multiple regression approach confirmed that metacognitive awareness was the main factor driving the preference for low-demand contexts. These results argue for an important role of metacognitive awareness in the strategic avoidance of demanding tasks. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  13. A Review of Metacognition in Psychological Models of Obsessive-Compulsive Disorder

    Science.gov (United States)

    Rees, Clare S.; Anderson, Rebecca A.

    2013-01-01

    Cognitive-behavioural models and interventions for obsessive-compulsive disorder (OCD) have always included some metacognitive elements but until recently these have been predominantly construed of as cognitive as opposed to metacognitive processes. Increasingly, psychological models of OCD are now recognising the importance of metacognitive…

  14. Students’ metacognitive activities in solving the combinatorics problem: the experience of students with holist-serialist cognitive style

    Science.gov (United States)

    Trisna, B. N.; Budayasa, I. K.; Siswono, T. Y. E.

    2018-01-01

    Metacognition is related to improving student learning outcomes. This study describes students’ metacognitive activities in solving the combinatorics problem. Two undergraduate students of mathematics education from STKIP PGRI Banjarmasin were selected as the participants of the study, one person has a holist cognitive style and the other a serialist. Data were collected by task-based interviews where the task contains a combinatorial problem. The interviews were conducted twice using equivalent problem at two different times. The study found that the participants showed metacognitive awareness (A), metacognitive evaluation (E), and metacognitive regulation (R) that operated as pathways from one function to another. Both, holist and serialist, have metacognitive activities in different pathway. The path of metacognitive activities of the holist is AERCAE-AAEER-ACRECCECC-AREERCE with the AERAE-AER-ARE-ARERE pattern, while the path of metacognitive activities of the serialist is AERCA-AAER-ACRERCERC-AREEEE with the AERA-AER-ARERER-ARE pattern. As an implication of these findings, teachers/lecturers need to pay attention to metacognitive awareness when they begin a stage in mathematical problem solving. Teachers/lecturers need to emphasize to students that in mathematical problem solving, processes and results are equally important.

  15. Metacognitive mastery in persons with first-episode psychosis and their caregivers

    DEFF Research Database (Denmark)

    Jansen, Jens Einar; Lysaker, Paul H.; Trauelsen, Anne Marie

    2017-01-01

    While metacognitive mastery seems to be closely linked to general functioning in persons with psychosis, little is known of metacognitive capacity of family members, who often play an important role in recovery and often report high levels of distress. We gathered assessments of metacognitive...... mastery from persons with first-episode psychosis and their mothers. We found that relatively higher overall mean mastery levels among the dyads, was related to less negative caregiver experiences, and less caregiver criticism. Greater levels of mastery were related to decreased duration of untreated...... psychosis. Clinical implications in terms of family intervention programmes repertoire are discussed....

  16. Performance of student software development teams: the influence of personality and identifying as team members

    Science.gov (United States)

    Monaghan, Conal; Bizumic, Boris; Reynolds, Katherine; Smithson, Michael; Johns-Boast, Lynette; van Rooy, Dirk

    2015-01-01

    One prominent approach in the exploration of the variations in project team performance has been to study two components of the aggregate personalities of the team members: conscientiousness and agreeableness. A second line of research, known as self-categorisation theory, argues that identifying as team members and the team's performance norms should substantially influence the team's performance. This paper explores the influence of both these perspectives in university software engineering project teams. Eighty students worked to complete a piece of software in small project teams during 2007 or 2008. To reduce limitations in statistical analysis, Monte Carlo simulation techniques were employed to extrapolate from the results of the original sample to a larger simulated sample (2043 cases, within 319 teams). The results emphasise the importance of taking into account personality (particularly conscientiousness), and both team identification and the team's norm of performance, in order to cultivate higher levels of performance in student software engineering project teams.

  17. The unidimensionality and overestimation of metacognitive awareness in children: validating the CATOM

    Directory of Open Access Journals (Sweden)

    Paula C. Ferreira

    2015-10-01

    Full Text Available Children often have difficulty in reporting their metacognitive functioning, which leads them to frequently overrating themselves under learning situations. Hence, this study presents a preliminary approach of how children's metacognitive awareness (MA can be measured. Essentially, this study aims to understand how children (n =1029 report their metacognitive functioning. In a first analysis, EFA revealed a unidimensional structure of the instrument (MK and MS. Item Response Theory was then used to analyse the unidimensionality of the dimension and the interactions between participants and items. Results revealed good item reliability (.87 and good person reliability (.87 with good Cronbach's a for MA (.95. These results show the potential of the instrument, as well as a tendency of children to overrate their metacognitive functioning. Implications for researchers and practitioners are discussed.

  18. Improvement of metacognitive skills and students’ reasoning ability through problem-based learning

    Science.gov (United States)

    Haryani, S.; Masfufah; Wijayati, N.; Kurniawan, C.

    2018-03-01

    The aim of this research is to know the influence of PBL application to the improvement of metacognitive skill and students’ reasoning ability on Constanta solubility product (Ksp). The research used mix method with concurrent triangulation strategy and pretest-posttest control group design. Metacognitive skills are known from the results of written tests and questionnaires with N-Gain analysis, t-test, whereas reasoning ability is known from observations and interviews with descriptive analysis. The results showed that the N-Gain effect of PBL on metacognitive skills is 0,59 with medium category and N-Gain value of PBL influence on reasoning ability is 0.71 with the high category. The steps in the PBL affect the metacognitive skills and can train learners to develop their reasoning skills in the solving problems.

  19. Disjunctivism, hallucinations, and metacognition.

    Science.gov (United States)

    Jérôme, Dokic; Jean-Rémy, Martin

    2012-09-01

    Perceptual experiences have been construed either as representational mental states-Representationalism-or as direct mental relations to the external world-Disjunctivism. Both conceptions are critical reactions to the so-called 'Argument from Hallucination', according to which perceptions cannot be about the external world, since they are subjectively indiscriminable from other, hallucinatory experiences, which are about sense-data or mind-dependent entities. Representationalism agrees that perceptions and hallucinations share their most specific mental kind, but accounts for hallucinations as misrepresentations of the external world. According to Disjunctivism, the phenomenal character of perceptions is exhausted by worldly objects and features, and thus must be different from the phenomenal character of hallucinations. Disjunctivism claims that subjective indiscriminability is not the result of a common experiential ground, but is because of our inability to discriminate, from the inside, hallucinations from perceptions. At first sight, Representationalism is more congenial to the way cognitive science deals with perception. However, empirically oriented revisions of Disjunctivism could be developed and tested by giving a metacognitive account of hallucinations. Two versions of this account can be formulated, depending on whether metacognition is understood as explicit metarepresentation or as implicit monitoring of first-order informational states. The first version faces serious objections, but the second is more promising, as it embodies a more realistic view of perceptual phenomenology as having both sensory and affective aspects. Affect-based phenomenology is constituted by various metacognitive feelings, such as the feeling of being perceptually confronted with the world itself, rather than with pictures or mere representations. WIREs Cogn Sci 2012 doi: 10.1002/wcs.1190 For further resources related to this article, please visit the WIREs website. Copyright

  20. Coupling between Metacognition and Emotions during STEM Learning with Advanced Learning Technologies: A Critical Analysis, Implications for Future Research, and Design of Learning Systems

    Science.gov (United States)

    Azevedo, Roger; Mudrick, Nicholas; Taub, Michelle; Wortha, Franz

    2017-01-01

    Metacognition and emotions play a critical role in learners' ability to monitor and regulate their learning about 21st-century skills related to science, technology, engineering, and mathematics (STEM) content while using advanced learning technologies (ALTs; e.g., intelligent tutoring systems, serious games, hypermedia, augmented reality). In…

  1. Metacognitive interventions in text production and working memory in students with ADHD

    Directory of Open Access Journals (Sweden)

    Nelba Maria Teixeira Pisacco

    2018-03-01

    Full Text Available Abstract This study compared the effects of two metacognitive interventions on writing, working memory (WM, and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD. The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil, randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.

  2. Socioeconomic Status and Parent-Child Relationships Predict Metacognitive Questions to Preschoolers

    Science.gov (United States)

    Thompson, R. Bruce; Foster, Brandon J.

    2014-01-01

    The importance of metacognitive language exposure to early educational achievement is widely recognized in the development literature. However, few studies have explored parents' metacognitive language, while accounting for family SES and stress within the parent-child relationship. This is a preliminary descriptive study to explore…

  3. Metacognition of agency is reduced in high hypnotic suggestibility.

    Science.gov (United States)

    Terhune, Devin B; Hedman, Love R A

    2017-11-01

    A disruption in the sense of agency is the primary phenomenological feature of response to hypnotic suggestions but its cognitive basis remains elusive. Here we tested the proposal that distorted volition during response to suggestions arises from poor metacognition pertaining to the sources of one's control. Highly suggestible and control participants completed a motor task in which performance was reduced through surreptitious manipulations of cursor lag and stimuli speed. Highly suggestible participants did not differ from controls in performance or metacognition of performance, but their sense of agency was less sensitive to cursor lag manipulations, suggesting reduced awareness that their control was being manipulated. These results indicate that highly suggestible individuals have aberrant metacognition of agency and may be a valuable population for studying distortions in the sense of agency. Copyright © 2017 Elsevier B.V. All rights reserved.

  4. Metacognition and Confidence: Comparing Math to Other Academic Subjects

    Directory of Open Access Journals (Sweden)

    Shanna eErickson

    2015-06-01

    Full Text Available Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.

  5. Physics Metacognition Inventory Part II: Confirmatory factor analysis and Rasch analysis

    Science.gov (United States)

    Taasoobshirazi, Gita; Bailey, MarLynn; Farley, John

    2015-11-01

    The Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students' metacognition when solving physics problems including knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. The college students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity. The goal of this study was to revise the questionnaire and establish its construct validity through a confirmatory factor analysis. In addition, a Rasch analysis was applied to the data to better understand the psychometric properties of the inventory and to further evaluate the construct validity. Results indicated that the final, revised inventory is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving.

  6. The highs and lows of theoretical interpretation in animal-metacognition research

    Science.gov (United States)

    Smith, J. David; Couchman, Justin J.; Beran, Michael J.

    2012-01-01

    Humans feel uncertain. They know when they do not know. These feelings and the responses to them ground the research literature on metacognition. It is a natural question whether animals share this cognitive capacity, and thus animal metacognition has become an influential research area within comparative psychology. Researchers have explored this question by testing many species using perception and memory paradigms. There is an emerging consensus that animals share functional parallels with humans’ conscious metacognition. Of course, this research area poses difficult issues of scientific inference. How firmly should we hold the line in insisting that animals’ performances are low-level and associative? How high should we set the bar for concluding that animals share metacognitive capacities with humans? This area offers a constructive case study for considering theoretical problems that often confront comparative psychologists. The authors present this case study and address diverse issues of scientific judgement and interpretation within comparative psychology. PMID:22492748

  7. Comparison of Metacognitive Beliefs and the Amount the Sensation Seeking in

    Directory of Open Access Journals (Sweden)

    Tayebe Kashefi

    2014-05-01

    Full Text Available Background: The metacognitive theory refers to beliefs and theories which people experience in according to their familiarities and their excitements, such beliefs can involve other kinds of treatments toward paying attention to specific types of thoughts, about other acquintive events. Materials and Methods: In this correlational descriptive study, the subjects were consisted 264 people. The samples for addicted subjects were chosen amongst those who had registered their names in addiction centers. These people were chosen by simple sample method Torbat-e-Heydariyeh in 2010-11. The witness cluster was also consisted with, socio-individualistic characteristics. To gather the outcoming data properly, the Metacognitive beliefs questionnaire (MCQ-30 and Zuckerman sensation seeking using. SPSS-16 software, descriptive statistical indices used to analyze data. Results: There were significant differences of scores between two group in metacognitive beliefs and sensation seeking (p<0.01. Conclusion: The current survey is equivalent with basic hypothesies of metacognitive model and psychological status of addicts.

  8. Self-perception, self-regulation and metacognition in adolescents with intellectual disability.

    Science.gov (United States)

    Nader-Grosbois, Nathalie

    2014-06-01

    This study compares self-perception of competences in 28 typically developing children (TD) aged 7-9 years and 32 adolescents with intellectual disability (ID) aged 11-16 years in special school, matched for mental age (MA). The links between self-perception, self-regulation in problem-solving and metacognition are investigated. Overall self-perception and self-perception of competences by domain do not differ significantly between the two groups. Self-perception of competences in specific domains, self-regulation and metacognition vary depending on MA and verbal comprehension in the two groups. ID adolescents attribute more importance to social acceptance than TD children. In both groups, positive links are identified between self-perception and importance attributed to domains. Performance, self-regulation and metacognition are lower in ID adolescents than in TD children. Positive links are obtained between self-perception of competences in specific domains and certain self-regulatory and metacognitive strategies, although these links differ in the two groups. Copyright © 2014 Elsevier Ltd. All rights reserved.

  9. Validation of the Adolescent Meta-cognition Questionnaire Version

    Directory of Open Access Journals (Sweden)

    Kazem Khoramdel

    2012-03-01

    Full Text Available Background: The role and importance of meta-cognitive beliefs in creating and retaining of anxiety disorders were explained initially in meta-cognitive theory. The purpose of this study was to validate the Meta-cognitions Questionnaire-Adolescent version (MCQ-A in normal Iranian people and compare of meta-cognitive beliefs between adolescents with anxiety disorders and normal individuals.Materials and Method: This was a standardized study. First of all, the original version was translated into Persian then administered to 204 (101 boys and 103 girls adolescent aged 13 through 17 years. Theyhave been clustered randomly. They were selected from the schools of Isfahan, together with mood and feelings questionnaire and revised children's manifest anxiety scale. In order to assess reliability, method of internal consistency (Chronbach’s alpha and split-half coefficient was used, and also in order to assess validity, convergent validity, criterion validity and confirmatory factor analysis were used. Results: The results of correlation coefficient of convergent validity showed a relation between total score of (MCQ-A and its components with anxiety and depression except cognitive self-consciousness. Data were indicative of appropriate level of Coranbach’s alpha and split-half reliability coefficients of the MCQ-A and extracted factors. The results of factor analysis by principle components analysis and using varimax rotation showed 5 factors that account for 0.45% of the variance. Conclusion: MCQ-A has satisfactory psychometric properties in Iranian people

  10. The Relationship between Preservice Elementary Mathematics Teachers' Beliefs and Metacognitive Awareness

    Science.gov (United States)

    Hart, Lynn Cecilia; Memnun, Dilek Sezgin

    2015-01-01

    The purpose of this study was to examine the metacognitive awareness and the beliefs about mathematics teaching and learning of preservice elementary mathematics teachers and to explore the relationship between the two. The Metacognitive Awareness Instrument (MAI) and the Mathematics Beliefs Instrument (MBI) were implemented with 118 elementary…

  11. Improving Design Understandings and Skills through Enhanced Metacognition: Reflective Design Journals

    Science.gov (United States)

    Kurt, Mustafa; Kurt, Sevinc

    2017-01-01

    The main aim of this study was to investigate and discover whether going through the process of reflection by keeping reflective design journals (RDJ) enhances architecture students' metacognition and whether this enhanced metacognition improves their design understandings and skills. The study was a mixed-methods design and utilised content…

  12. Using self-assessment to develop metacognition and self-regulated learners.

    Science.gov (United States)

    Siegesmund, Amy

    2017-06-15

    Student success is too often challenged by a lack of metacognition and ability to self-regulate learning. This commentary argues that the use of self-assessment to increase student metacognition positively impacts student learning and self-regulation. In addition, several strategies for incorporating self-assessment will be presented. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  13. Social cognition and metacognition in obsessive-compulsive disorder: an explorative pilot study.

    Science.gov (United States)

    Mavrogiorgou, Paraskevi; Bethge, Mareike; Luksnat, Stefanie; Nalato, Fabio; Juckel, Georg; Brüne, Martin

    2016-04-01

    Obsessive-compulsive disorder (OCD) is a severe psychiatric condition that is, among other features, characterized by marked impairment in social functioning. Although theoretically plausible with regard to neurobiological underpinnings of OCD, there is little research about possible impairments in social cognitive and meta-cognitive abilities and their connections with social functioning in patients with OCD. Accordingly, we sought to examine social cognitive skills and metacognition in OCD. Twenty OCD patients and age-, sex-, and education-matched 20 healthy controls were assessed using neurocognitive and diverse social cognitive skills including the Ekman 60 Faces test, the Hinting Task, the faux pas test, and a proverb test. In addition, the Metacognition Questionnaire-30 was administered to both the OCD and the control groups. Social functioning was measured using the Personal and Social Performance Scale. Symptom severity in patients was determined by the Yale-Brown Obsessive-Compulsive Scale and the Maudsley Obsessive-Compulsive Inventory. No group differences emerged in basic social cognitive abilities. In contrast, compared to controls, OCD patients scored higher on all MCQ dimensions, particularly negative beliefs about worry, uncontrollability, and danger; beliefs about need to control thoughts; and cognitive self-consciousness. There were no significant correlations between social or metacognitive parameters and OCD symptom severity. However, in the patient group, depression and metacognition predicted social functioning. OCD patients show normal basal social cognitive abilities, but dysfunctional metacognitive profiles, which may contribute to their psychosocial impairment.

  14. Metacognition and Headache: Which Is the Role in Childhood and Adolescence?

    Directory of Open Access Journals (Sweden)

    Noemi Faedda

    2017-12-01

    Full Text Available Headache, in particular migraine, is one of the most frequent neurological symptoms in children and adolescents and it affects about 60% of children and adolescents all over the world. Headache can affect several areas of child’s functioning, such as school, physical activities, peer, and family relationship. The global and severe burden of this disease requires a multidisciplinary strategy and an effective treatment addressed all of the patient’s needs and based on cutting-edge scientific research. In recent years, research has focused on cognitive factors specifically in functions called metacognitive processes. Metacognition can be defined as the knowledge, beliefs, and cognitive processes involved in monitoring, control, and assessment of cognition. Metacognition seems to be closely related to the ability of theory of mind, the ability to infer, and reason about the mental states of other people in order to predict and explain own behavior. Recent studies found a relationship between metacognitive skills and anxiety, depression, motivation, academic performance, human social interactions, and stress symptoms. This relationship is very interesting for headache treatment, because these factors are the most commonly reported triggers in this disorder and there is a high comorbidity with anxiety and depression in children and adolescents with headache. So, headache and these comorbidities, in particular anxiety and depression, may have in common persistent and maladaptive patterns of thinking which are related to maladaptive metacognitive beliefs. Further research should assess metacognitive processes of children and adolescents with headache in order to increase their ability to control their own cognitive processes and consequently monitor factors which may trigger the attacks.

  15. Metacognitive mechanisms underlying lucid dreaming

    NARCIS (Netherlands)

    Filevich, E.; Dresler, M.; Brick, T.R.; Kuhn, S.

    2015-01-01

    Lucid dreaming is a state of awareness that one is dreaming, without leaving the sleep state. Dream reports show that self-reflection and volitional control are more pronounced in lucid compared with nonlucid dreams. Mostly on these grounds, lucid dreaming has been associated with metacognition.

  16. Elementary Students' Spontaneous Metacognitive Functions in Different Types of Mathematical Problems

    Science.gov (United States)

    Mokos, Evagelos; Kafoussi, Sonia

    2013-01-01

    Metacognition is the mind's ability to monitor and control itself or, in other words, the ability to know about our knowing (Dunlosky & Bjork, 2008). In mathematics education, the importance of the investigation of students' metacognition during their mathematical activity has been focused on the area of mathematics problem solving. This study…

  17. Intrinsic motivation as a mediator between metacognition deficits and impaired functioning in psychosis.

    Science.gov (United States)

    Luther, Lauren; Firmin, Ruth L; Vohs, Jenifer L; Buck, Kelly D; Rand, Kevin L; Lysaker, Paul H

    2016-09-01

    Poor functioning has long been observed in individuals with psychosis. Recent studies have identified metacognition - one's ability to form complex ideas about oneself and others and to use that information to respond to psychological and social challenges-as being an important determinant of functioning. However, the exact process by which deficits in metacognition lead to impaired functioning remains unclear. This study first examined whether low intrinsic motivation, or the tendency to pursue novel experiences and to engage in self-improvement, mediates the relationship between deficits in metacognition and impaired functioning. We then examined whether intrinsic motivation significantly mediated the relationship when controlling for age, education, symptoms, executive functioning, and social cognition. Mediation models were examined in a cross-sectional data set. One hundred and seventy-five individuals with a psychotic disorder completed interview-based measures of metacognition, intrinsic motivation, symptoms, and functioning and performance-based measures of executive functioning and social cognition. Analyses revealed that intrinsic motivation mediated the relationship between metacognition deficits and impaired functioning (95% CI of indirect effect [0.12-0.43]), even after controlling for the aforesaid variables (95% CI of indirect effect [0.04-0.29]). Results suggest that intrinsic motivation may be a mechanism that underlies the link between deficits in metacognition and impaired functioning and indicate that metacognition and intrinsic motivation may be important treatment targets to improve functioning in individuals with psychosis. The findings of this study suggest that deficits in metacognition may indirectly lead to impaired functioning through their effect on intrinsic motivation in individuals with psychosis. Psychological treatments that target deficits in both metacognition and intrinsic motivation may help to alleviate impaired functioning in

  18. The psychometric properties of the Persian version of the metacognitions about Smoking Questionnaire among smokers.

    Science.gov (United States)

    Najafi, Mahmoud; Khosravani, Vahid; Shahhosseini, Meysam; Afshari, Amirhossein

    2018-09-01

    It has been shown that smoking may be affected by metacognitions. This study aimed to evaluate the factor structure, reliability and validity of the Persian version of the Metacognitions about Smoking Questionnaire (MSQ) among a sample of Iranian male smokers. When the English to Persian translation of the MSQ was performed, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were completed according to the four-factor solution of the original MSQ. Three hundred male treatment-seeking smokers (mean age = 41.37, SD = 15.90) filled out the Persian-translated version of the MSQ, the Smoking Effects Questionnaire (SEQ), and the Nicotine Dependence Syndrome Scale (NDSS). The results of EFA revealed that the Persian version of the MSQ had a four-factor structure named positive metacognitions about cognitive regulation (PM-CR), positive metacognitions about emotional regulation (PM-ER), negative metacognitions about uncontrollability (NM-U), and negative metacognitions about cognitive interference (NM-CI). The findings of CFA also indicated that the four-factor structure of the Persian version of the MSQ had appropriate fit. Validity and reliability of the Persian version of the MSQ were found to be good. Negative metacognitions about smoking predicted nicotine dependence over and above smoking outcome expectancies. Positive metacognitions about emotion regulation explained daily cigarette use independent of smoking outcome expectancies. The findings suggested that the Persian version of the MSQ had adequate psychometric properties among Iranian male treatment-seeking smokers. Copyright © 2018 Elsevier Ltd. All rights reserved.

  19. Lessons learnt? The importance of metacognition and its implications for Cognitive Remediation in schizophrenia.

    Science.gov (United States)

    Cella, Matteo; Reeder, Clare; Wykes, Til

    2015-01-01

    The cognitive problems experienced by people with schizophrenia not only impede recovery but also interfere with treatments designed to improve overall functioning. Hence there has been a proliferation of new therapies to treat cognitive problems with the hope that improvements will benefit future intervention and recovery outcomes. Cognitive remediation therapy (CR) that relies on intensive task practice can support basic cognitive functioning but there is little evidence on how these therapies lead to transfer to real life skills. However, there is increasing evidence that CR including elements of transfer training (e.g., strategy use and problem solving schemas) produce higher functional outcomes. It is hypothesized that these therapies achieve higher transfer by improving metacognition. People with schizophrenia have metacognitive problems; these include poor self-awareness and difficulties in planning for complex tasks. This paper reviews this evidence as well as research on why metacognition needs to be explicitly taught as part of cognitive treatments. The evidence is based on research on learning spanning from neuroscience to the field of education. Learning programmes, and CRT, may be able to achieve better outcomes if they explicitly teach metacognition including metacognitive knowledge (i.e., awareness of the cognitive requirements and approaches to tasks) and metacognitive regulation (i.e., cognitive control over the different task relevant cognitive requirements). These types of metacognition are essential for successful task performance, in particular, for controlling effort, accuracy and efficient strategy use. We consider metacognition vital for the transfer of therapeutic gains to everyday life tasks making it a therapy target that may yield greater gains compared to cognition alone for recovery interventions.

  20. Lessons learnt? The importance of metacognition and its implications for Cognitive Remediation in schizophrenia

    Directory of Open Access Journals (Sweden)

    Matteo eCella

    2015-09-01

    Full Text Available The cognitive problems experienced by people with schizophrenia not only impede recovery but also interfere with treatments designed to improve overall functioning. Hence there has been a proliferation of new therapies to treat cognitive problems with the hope that improvements will benefit future intervention and recovery outcomes. Cognitive remediation therapy (CR that relies on intensive task practice can support basic cognitive functioning but there is little evidence on how these therapies lead to transfer to real life skills. However, there is increasing evidence that CR including elements of transfer training (e.g. strategy use and problem solving schemas produce higher functional outcomes. It is hypothesised that these therapies achieve higher transfer by improving metacognition. People with schizophrenia have metacognitive problems; these include poor self-awareness and difficulties in planning for complex tasks. This paper reviews this evidence as well as research on why metacognition needs to be explicitly taught as part of cognitive treatments. The evidence is based on research on learning spanning neuroscience to the field of education. Learning programmes, and CRT, may be able to achieve better outcomes if they explicitly teach metacognition including metacognitive knowledge (i.e. awareness of the cognitive requirements and approaches to tasks and metacognitive regulation (i.e. cognitive control over the different task relevant cognitive requirements. These types of metacognition are essential for successful task performance, in particular, for controlling effort, accuracy and efficient strategy use. We consider metacognition vital for the transfer of therapeutic gains to everyday life tasks making it a therapy target that may yield greater gains compared to cognition alone for recovery interventions.

  1. Sure I'm sure : Prefrontal oscillations support metacognitive monitoring of decision-making

    NARCIS (Netherlands)

    Wokke, M.E.; Cleeremans, A.; Ridderinkhof, K.R.

    2017-01-01

    Successful decision-making critically involves metacognitive processes such as monitoring and control of our decision process. Metacognition enables agents to adaptively modify on-going behavior and to determine what to do next in situations where external feedback is not (immediately) available.

  2. The experience and expression of anger in posttraumatic stress disorder: the relationship with metacognition.

    Science.gov (United States)

    Leonhardt, Bethany L; Lysaker, Paul H; Vohs, Jenifer L; James, Alison V; Davis, Louanne W

    2018-04-26

    Anger experience and expression are a common issue in those experiencing PTSD. However, it remains unclear what variables affect anger and its expression in PTSD. To explore the relationships of synthetic forms of metacognition and metacognitive beliefs with anger experience and expression in PTSD, independent of the effects hyperarousal and depression symptoms. Participants were 51 veterans with diagnosed with PTSD. Metacognition was assessed using the Metacognition Assessment Scale-Abbreviated (MAS-A) and the Metacognitions Questionnaire (MCQ). Depression, PTSD symptom severity, and seven domains of anger expression were also assessed. Correlations showed after controlling for overall levels of hyperarousal, higher MAS-A total scores were related to lower levels of State Anger, Feeling Angry, Expressing Anger Physically, and Anger Expression in. Lower MCQ scores were related to lower State anger, Expressing anger verbally, and Expressing anger physically. Higher levels of depression were related to higher levels of Trait anger, Expressing anger physically, Anger expression out, and Anger expression in. Multiple regressions suggested that the MAS-A and MCQ predicted unique portions of the variance in anger experience and expression. Metacognitive deficits may affect anger experience and expression in those with PTSD and may be an important treatment target.

  3. Metacognitive abilities in adults with substance abuse treated in therapeutic community.

    Science.gov (United States)

    Inchausti, Felix; Ortuño-Sierra, Javier; García-Poveda, Nancy V; Ballesteros-Prados, Alejandro

    2016-09-29

    The term metacognition reflects a spectrum of psychological activities that allows people to form and integrate representations about their own mental states and those of others. The main goal of this study was to examine whether people with substance abuse disorders (SUDs), and treated in therapeutic community regime, displayed specific patterns of metacognitive deficits on Self-reflectivity, Understanding others’ mind, Decentration, and Mastery, comparing their scores with two clinical groups of patients with schizophrenia spectrum disorders (SSDs) and anxiety disorders. A mixed-methods (qualitative-quantitative) study was designed. Two hundred and sixteen adults aged 18-65 with principal diagnoses of SUDs (n = 52), SSDs (n = 49), and anxiety disorders (n = 115) were recruited. Qualitative data were obtained with the Metacognition Assessment Interview, which was then rated using a quantitative scale, the Metacognition Assessment Scale-Abbreviated (MAS-A). The anxiety disorders group had significantly higher MAS-A total scores than the SUDs group, and the SUDs group obtained significantly higher MAS-A total scores than the SSDs group. Concerning the MAS-A subscale scores, the SUDs group displayed significantly lower scores only on the Mastery subscale compared to the anxiety disorders group, with the SUDs and SSDs groups obtaining equivalent Mastery scores. According to these findings, current interventions for addiction should focus more specifically on improving metacognitive Mastery.

  4. S68. SYMPTOMS, NEUROCOGNITION, SOCIAL COGNITION AND METACOGNITION IN SCHIZOPHRENIA: A NETWORK ANALYSIS

    Science.gov (United States)

    Hasson-Ohayon, Ilanit; Goldzweig, Gil; Lavie, Adi; Luther, Lauren; Lysaker, Paul

    2018-01-01

    Abstract Background Schizophrenia is associated with broad range of phenomena which affect function and represent significant barriers to recovery. These include semi-independent forms of psychopathology, disturbances in neurocognition, social cognition and metacognition. The current study explores the paths through which these constructs affect each other and whether some of these phenomena play a relatively more or less central role than others as they interact. Answers to these questions seem essential to choosing which of a dizzying array of problems should be targeted by treatment. Methods Data was collected from 81 adult outpatients with schizophrenia or schizoaffective disorder, recruited at a Veterans’ Affairs Medical Center and a community mental health center in Indiana, USA. Network analysis which explored the relative relationships of five groups of symptoms (positive, negative, disorganization, hostility and emotional discomfort), six domains of neurocognition, four domains of social cognition and four domains of metacognition with one another was conducted. The analysis produces the following centrality measures: 1) strength of items within a network according to their sum weighted connections; 2) closeness between items that reflect the distance from a particular item to all others; 3) betweenness which reflect the number of times that an item appears on the shortest path between two other items. Results A clear differentiation between metacognition, social cognition, neurocognition and symptoms was observed. The only outliers were social cognition attribution, which was close to the symptoms area, and the cognitive symptoms factor that was found close to the neuro-cognition area. The social cognition was found in an “intermediate” area between the metacognition and neurocognition. Metacognition variables were the closest to the symptoms variables. The strongest nodes are: metacognition-self reflectivity, theory of mind measures of social

  5. Social influence on metacognitive evaluations: The power of nonverbal cues.

    Science.gov (United States)

    Eskenazi, Terry; Montalan, Benoît; Jacquot, Amélie; Proust, Joëlle; Grèzes, Julie; Conty, Laurence

    2016-11-01

    Metacognitive evaluations refer to the processes by which people assess their own cognitive operations with respect to their current goal. Little is known about whether this process is susceptible to social influence. Here we investigate whether nonverbal social signals spontaneously influence metacognitive evaluations. Participants performed a two-alternative forced-choice task, which was followed by a face randomly gazing towards or away from the response chosen by the participant. Participants then provided a metacognitive evaluation of their response by rating their confidence in their answer. In Experiment 1, the participants were told that the gaze direction was irrelevant to the task purpose and were advised to ignore it. The results revealed an effect of implicit social information on confidence ratings even though the gaze direction was random and therefore unreliable for task purposes. In addition, nonsocial cues (car) did not elicit this effect. In Experiment 2, the participants were led to believe that cue direction (face or car) reflected a previous participant's response to the same question-that is, the social information provided by the cue was made explicit, yet still objectively unreliable for the task. The results showed a similar social influence on confidence ratings, observed with both cues (car and face) but with an increased magnitude relative to Experiment 1. We additionally showed in Experiment 2 that social information impaired metacognitive accuracy. Together our results strongly suggest an involuntary susceptibility of metacognitive evaluations to nonverbal social information, even when it is implicit (Experiment 1) and unreliable (Experiments 1 and 2).

  6. Toward Learning Teams

    DEFF Research Database (Denmark)

    Hoda, Rashina; Babb, Jeff; Nørbjerg, Jacob

    2013-01-01

    to sacrifice learning-focused practices. Effective learning under pressure involves conscious efforts to implement original agile practices such as retrospectives and adapted strategies such as learning spikes. Teams, their management, and customers must all recognize the importance of creating learning teams......Today's software development challenges require learning teams that can continuously apply new engineering and management practices, new and complex technical skills, cross-functional skills, and experiential lessons learned. The pressure of delivering working software often forces software teams...

  7. Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity

    Directory of Open Access Journals (Sweden)

    Ching Chang

    2014-03-01

    Full Text Available The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2. The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs. Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction.

  8. METACOGNITION OF VISUOMOTOR DECISIONS IN CONVERSION DISORDER.

    Science.gov (United States)

    Sinanaj, Indrit; Blakemore, Rebekah; Klug, Julian; Cojan, Yann; Galli, Silvio; Berney, Alexandre; Aybek, Selma; Vuilleumier, Patrik

    2018-04-23

    Motor conversion disorder (CD) entails genuine disturbances in the subjective experience of patients who maintain they are unable to perform a motor function, despite lack of apparent neurological damage. Abilities by which individuals assess their own capacities during performance in a task are called metacognitive, and distinctive impairment of such abilities is observed in several disorders of self-awareness such as blindsight and anosognosia. In CD, previous research has focused on the recruitment of motor and emotional brain systems, generally linking symptoms to altered limbic-motor interactions; however, metacognitive function has not been studied to our knowledge. Here we tested ten CD patients and ten age-gender matched controls during a visually-guided motor paradigm, previously employed in healthy controls (HC), allowing us to probe for motor awareness and metacognition. Participants had to draw straight trajectories towards a visual target while, unbeknownst to them, deviations were occasionally introduced in the reaching trajectory seen on the screen. Participants then reported both awareness of deviations and confidence in their response. Activity in premotor and cingulate cortex distinguished between conscious and unconscious movement corrections in controls better than patients. Critically, whereas controls engaged the left superior precuneus and middle temporal region during confidence judgments, CD patients recruited bilateral parahippocampal and amygdalo-hippocampal regions instead. These results reveal that distinct brain regions subserve metacognitive monitoring for HC and CD, pointing to different mechanisms and sources of information used to monitor and form confidence judgments of motor performance. While brain systems involved in sensory-motor integration and vision are more engaged in controls, CD patients may preferentially rely on memory and contextual associative processing, possibly accounting for how affect and memories can imbue

  9. Correlated individual differences suggest a common mechanism underlying metacognition in visual perception and visual short-term memory.

    Science.gov (United States)

    Samaha, Jason; Postle, Bradley R

    2017-11-29

    Adaptive behaviour depends on the ability to introspect accurately about one's own performance. Whether this metacognitive ability is supported by the same mechanisms across different tasks is unclear. We investigated the relationship between metacognition of visual perception and metacognition of visual short-term memory (VSTM). Experiments 1 and 2 required subjects to estimate the perceived or remembered orientation of a grating stimulus and rate their confidence. We observed strong positive correlations between individual differences in metacognitive accuracy between the two tasks. This relationship was not accounted for by individual differences in task performance or average confidence, and was present across two different metrics of metacognition and in both experiments. A model-based analysis of data from a third experiment showed that a cross-domain correlation only emerged when both tasks shared the same task-relevant stimulus feature. That is, metacognition for perception and VSTM were correlated when both tasks required orientation judgements, but not when the perceptual task was switched to require contrast judgements. In contrast with previous results comparing perception and long-term memory, which have largely provided evidence for domain-specific metacognitive processes, the current findings suggest that metacognition of visual perception and VSTM is supported by a domain-general metacognitive architecture, but only when both domains share the same task-relevant stimulus feature. © 2017 The Author(s).

  10. Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment

    Directory of Open Access Journals (Sweden)

    Zrinka Ristić Dedić

    2014-04-01

    Full Text Available The study examines two components of metacognitive knowledge in the context of inquiry learning: metatask and metastrategic. Existing work on the topic has shown that adolescents often lacked metacognitive understanding necessary for optimal inquiry learning (Keselman & Kuhn, 2002; Kuhn, 2002a; Kuhn, Black, Keselman, & Kaplan, 2000, but demonstrated that engagement with inquiry tasks may improve it (Keselman, 2003; Kuhn & Pearsall, 1998.The aim of the study is to investigate the gains in metacognitive knowledge that occur as a result of repeated engagement with an inquiry learning task, and to examine the relationship between metacognitive knowledge and performance on the task.The participants were 34 eighth grade pupils, who participated in a self-directed experimentation task using the FILE programme (Hulshof, Wilhelm, Beishuizen, & van Rijn, 2005. The task required pupils to design and conduct experiments and to make inferences regarding the causal structure of a multivariable system. Pupils participated in four learning sessions over the course of one month. Metacognitive knowledge was assessed by the questionnaire before and after working in FILE.The results indicate that pupils improved in metacognitive knowledge following engagement with the task. However, many pupils showed insufficient metacognitive knowledge in the post-test and failed to apply newly achieved knowledge to the transfer task. Pupils who attained a higher level of metacognitive knowledge were more successful on the task than pupils who did not improve on metacognitive knowledge. A particular level of metacognitive understanding is a necessary, but not sufficient condition for successful performance on the task.

  11. Metacognition moderates the relationship between dysfunctional self-appraisal and social functioning in prolonged schizophrenia independent of psychopathology.

    Science.gov (United States)

    James, Alison V; Hasson-Ohayon, Ilanit; Vohs, Jenifer; Minor, Kyle S; Leonhardt, Bethany L; Buck, Kelly D; George, Sunita; Lysaker, Paul H

    2016-08-01

    Both dysfunctional self-appraisal and metacognitive deficits, or impairments in the ability to form complex and integrated ideas about oneself and others, may contribute to social deficits in schizophrenia. Little is known, however, about how they interact with each other. In this study, we examined the hypothesis that both higher metacognition and more positive self-appraisal are necessary for increased social functioning. Concurrent assessments of self-appraisal, metacognition, and social functioning were gathered from 66 adults with schizophrenia in a non-acute phase of disorder. Three forms of self-appraisal were used: self-esteem, hope and self-efficacy. Metacognition was assessed using the Metacognitive Assessment Scale-Abbreviated, and social functioning with the Quality of Life Scale. Measures of psychopathology, neurocognition and social cognition were also gathered for use as potential covariates. A single index of self-appraisal was generated from subjecting the assessments of self-appraisal to a principal components analysis. Linear regression analyses revealed that after controlling for severity of psychopathology, metacognition moderated the effect of the self-appraisal factor score upon social functioning. A median split of metacognition and the self-appraisal index yielded four groups. ANCOVA analyses revealed that participants with higher levels of metacognition and more positive self-appraisal had greater capacities for social relatedness than all other participants, regardless of levels of positive and negative symptoms. Correlational analyses revealed that metacognition but not self-appraisal was related to the frequencies of social contact independent of the effects of psychopathology. Assessments of social cognition and neurocognition were not significantly linked with social dysfunction. Greater social functioning is made possible by a combination of both more positive self-appraisals and greater metacognitive capacity. Individuals with

  12. Self-reports on students' learning processes are academic metacognitive knowledge

    Directory of Open Access Journals (Sweden)

    Cristiano Mauro Assis Gomes

    2014-01-01

    Full Text Available The current study postulates that students' self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge (AMcK. We investigated, using Structural Equation Modeling (SEM, three hypotheses: (a AMcK explains the variance of factor scores of students' learning approaches (SLA and academic motivation (AM; (b AMcK is distinct from working metacognition (WMC; and (c AMcK has incremental validity, beyond WMC, on the explanation of general academic achievement (GAA variance. Two tests (indicators of WMC and two scales (indicators of AMcK were administered to 684 ten-to-eighteen-year-old Brazilian children and adolescents. Annual grades in Math, Portuguese, Geography and History were used as indicators of GAA. The results show that none of the three hypotheses can be refuted.

  13. A Metacognitive Profile of Vocational High School Student’s Field Independent in Mathematical Problem Solving

    Science.gov (United States)

    Nugraheni, L.; Budayasa, I. K.; Suwarsono, S. T.

    2018-01-01

    The study was designed to discover examine the profile of metacognition of vocational high school student of the Machine Technology program that had high ability and field independent cognitive style in mathematical problem solving. The design of this study was exploratory research with a qualitative approach. This research was conducted at the Machine Technology program of the vocational senior high school. The result revealed that the high-ability student with field independent cognitive style conducted metacognition practices well. That involved the three types of metacognition activities, consisting of planning, monitoring, and evaluating at metacognition level 2 or aware use, 3 or strategic use, 4 or reflective use in mathematical problem solving. The applicability of the metacognition practices conducted by the subject was never at metacognition level 1 or tacit use. This indicated that the participant were already aware, capable of choosing strategies, and able to reflect on their own thinking before, after, or during the process at the time of solving mathematical problems.That was very necessary for the vocational high school student of Machine Technology program.

  14. Gender differences in (metacognitive and motivational-emotional factors of reading comprehension

    Directory of Open Access Journals (Sweden)

    Svjetlana Kolić-Vehovec

    2008-12-01

    Full Text Available The aim of our study was to establish, from the aspect of gender, the degree to which reading comprehension is connected with students' academic achievement, potential gender differences between (metacognitive and motivational-emotional factors of reading comprehension, and to identify the most important predictors of reading comprehension for exploratory and narrative texts. The results of study, which included 380 Slovenian and Croatian students with the average age of 10;6 years, showed that: (i reading comprehension significantly determines academic achievement regardless of students' gender; (ii there are significant gender differences in most of the factors of reading comprehension (girls summarize texts better, have more metacognitive knowledge of reading, show greater reading interest, feel more competent for reading and in general feel better while reading; (iii the predictive value of cognitive, motivational, and emotional predictors differ for exploratory and narrative texts (for exploratory texts metacognitive factors have the greatest predictive value; for narrative texts motivatonal-emotional factors have the greatest predictive value for boys, and metacognitive factors for girls.

  15. Trust in automation and meta-cognitive accuracy in NPP operating crews

    Energy Technology Data Exchange (ETDEWEB)

    Skraaning Jr, G.; Miberg Skjerve, A. B. [OECD Halden Reactor Project, PO Box 173, 1751 Halden (Norway)

    2006-07-01

    Nuclear power plant operators can over-trust or under-trust automation. Operator trust in automation is said to be mis-calibrated when the level of trust is not corresponding to the actual level of automation reliability. A possible consequence of mis-calibrated trust is degraded meta-cognitive accuracy. Meta-cognitive accuracy is the ability to correctly monitor the effectiveness of ones own performance while engaged in complex tasks. When operators misjudge their own performance, human control actions will be poorly regulated and safety and/or efficiency may suffer. An analysis of simulator data showed that meta-cognitive accuracy and trust in automation were highly correlated for knowledge-based scenarios, but uncorrelated for rule-based scenarios. In the knowledge-based scenarios, the operators overestimated their performance effectiveness under high levels of trust, they underestimated performance under low levels of trust, but showed realistic self-assessment under intermediate levels of trust in automation. The result was interpreted to suggest that trust in automation impact the meta-cognitive accuracy of the operators. (authors)

  16. Trust in automation and meta-cognitive accuracy in NPP operating crews

    International Nuclear Information System (INIS)

    Skraaning Jr, G.; Miberg Skjerve, A. B.

    2006-01-01

    Nuclear power plant operators can over-trust or under-trust automation. Operator trust in automation is said to be mis-calibrated when the level of trust is not corresponding to the actual level of automation reliability. A possible consequence of mis-calibrated trust is degraded meta-cognitive accuracy. Meta-cognitive accuracy is the ability to correctly monitor the effectiveness of ones own performance while engaged in complex tasks. When operators misjudge their own performance, human control actions will be poorly regulated and safety and/or efficiency may suffer. An analysis of simulator data showed that meta-cognitive accuracy and trust in automation were highly correlated for knowledge-based scenarios, but uncorrelated for rule-based scenarios. In the knowledge-based scenarios, the operators overestimated their performance effectiveness under high levels of trust, they underestimated performance under low levels of trust, but showed realistic self-assessment under intermediate levels of trust in automation. The result was interpreted to suggest that trust in automation impact the meta-cognitive accuracy of the operators. (authors)

  17. The Characteristic of the Process of Students' Metacognition in Solving Calculus Problems

    Science.gov (United States)

    Purnomo, Dwi; Nusantara, Toto; Subanji; Rahardjo, Swasono

    2017-01-01

    This article is the result of research aims to describe the patterns and characteristics of the process of metacognition student of mathematics in solving calculus problems. Description was done by looking at changes in "awareness," "evaluation," and "regulation" as components of metacognition. The changes in…

  18. Metacognitive Deficiency in a Perceptual but Not a Memory Task in Methadone Maintenance Patients

    OpenAIRE

    Sadeghi, Saeedeh; Ekhtiari, Hamed; Bahrami, Bahador; Ahmadabadi, Majid Nili

    2017-01-01

    Drug addiction has been associated with lack of insight into one?s own abilities. However, the scope of metacognition impairment among drug users in general and opiate dependent individuals in particular is not fully understood. Investigating the impairments of metacognitive ability in Substance Dependent Individuals (SDIs) in different cognitive tasks could contribute to the ongoing debate over whether metacognition has domain-general or domain-specific neural substrates. We compared metacog...

  19. Metacognition-oriented social skills training for individuals with long-term schizophrenia: methodology and clinical illustration.

    Science.gov (United States)

    Ottavi, Paolo; D'Alia, Daria; Lysaker, Paul; Kent, Jerillyn; Popolo, Raffaele; Salvatore, Giampaolo; Dimaggio, Giancarlo

    2014-01-01

    There is much evidence indicating the presence of social deficits in schizophrenia and the detrimental effect of these deficits on global functioning in this population. As a result, social skills training (SST) has emerged as a legitimate psychosocial treatment, although effectiveness research has revealed small effect sizes and limited generalizability regarding the benefits of this treatment. In light of the strong evidence of metacognitive deficits in schizophrenia and the importance of metacognition to successful social functioning, we propose a novel therapeutic intervention wherein metacognitive remediation is integrated into SST: metacognition-oriented social skills training (MOSST). In the current paper, we present MOSST, an adapted SST programme wherein clients are also encouraged to have mindful contact with their own thoughts and to better consider and understand the mental states of others as well as the connection between mental states and behaviour. We present a case wherein an individual with schizophrenia successfully completed the MOSST programme. We outline directions for future research, starting with the logical next step of empirically testing the efficacy of MOSST. Currently social skills training is considered to be the elected psychosocial treatment for people affected by schizophrenia, although evidence indicates limited benefits. People with schizophrenia have metacognitive deficits, which interfere with proper social functioning. A metacognitive-oriented social skills training (MOSST) intervention has been developed by the authors.A treatment such as MOSST, which integrates social skills training and metacognitive training, promises to improve social skills through improving the metacognition. Copyright © 2013 John Wiley & Sons, Ltd.

  20. Metacognition and the Development of Intercultural Competence

    National Research Council Canada - National Science Library

    Lane, H. Chad

    2007-01-01

    We argue that metacognition is a critical component in the development of intercultural competence by highlighting the importance of supporting a learner's self-assessment, self-monitoring, predictive...

  1. The Effect of Bilingualism and Trilingualism on Metacognitive Processing: Detrimental or Beneficial?

    Science.gov (United States)

    Soleimani, Hassan; Rahmanian, Mahboubeh

    2018-01-24

    Research in multilingualism has shown that bilinguals have enhanced executive function (e.g., Donnelly et al. in Proceedings of the 37th annual conference of the cognitive science society 2015; Green in Bilingualism Lang Cognit 1(02):67-81, 1998. https://doi.org/10.1017/S1366728998000133 ); however, this with many other areas in multilingualism have been questioned like their non-verbal reasoning or their metacognitive ability. This study attempts to explore learning more than one languages in the field of metacognitive abilities. Three groups of monolinguals, bilinguals, and trilinguals were explored to examine the effect of language learning on enhancing or weakening accuracy and response time in metacognitive processing. Conducting dot discrimination task, we found that multilingualism might have some advantages in this field. As cognition and metacognitive abilities demonstrated no positive correlation in this study, we might conclude that executive functioning can not bring about higher order functioning for the individuals. Nevertheless, monolinguals did the task in the least period of time with the least accuracy. Trilinguals, on the contrary, could respond more accurately with an average speed. Accuracy, difficulty, and response time choice in metacognitive processing were discussed for each group. It is concluded that multilingualism might have different effects on higher-order decision making abilities.

  2. Dual Applications for Metacognitive Development in Assisted Instruction

    Directory of Open Access Journals (Sweden)

    Gabriel ZAMFIR

    2017-01-01

    Full Text Available The improvements in technological infrastructures define the background of our e-society while the developments in the cognitive infrastructure explain the foreground of it. The background and the foreground of the e-science determine the growths of the e-business and the quality of the e-education. E-education evolves as an engine for the cognitive infrastructure of the e-society and it works with information technology, which is a dynamic concept in time and in space. This paper highlights the importance of the account between theory and practice in scientific research in e-education, reviewing the e-society timeline using an educational perspective. It describes an updated knowledge framework for scientific research in e-education, developing directions for comprehension of different analytical frameworks. Within a case study, it presents an approach based on classes of applications focused on metacognitive development in assisted instruction.

  3. Tiger Team assessment of the Idaho National Engineering Laboratory

    International Nuclear Information System (INIS)

    1991-08-01

    This report documents the Tiger Team Assessment of the Idaho National Engineering Laboratory (INEL) located in Idaho Falls, Idaho. INEL is a multiprogram, laboratory site of the US Department of Energy (DOE). Overall site management is provided by the DOE Field Office, Idaho; however, the DOE Field Office, Chicago has responsibility for the Argonne National Laboratory-West facilities and operations through the Argonne Area Office. In addition, the Idaho Branch Office of the Pittsburgh Naval Reactors Office has responsibility for the Naval Reactor Facility (NRF) at the INEL. The assessment included all DOE elements having ongoing program activities at the site except for the NRF. In addition, the Safety and Health Subteam did not review the Westinghouse Idaho Nuclear Company, Inc. facilities and operations. The Tiger Team Assessment was conducted from June 17 to August 2, 1991, under the auspices of the Office of Special Projects, Office of the Assistant Secretary for Environment, Safety and Health, Headquarters, DOE. The assessment was comprehensive, encompassing environmental, safety, and health (ES ampersand H) disciplines; management; and contractor and DOE self-assessments. Compliance with applicable federal, state, and local regulations; applicable DOE Orders; best management practices; and internal INEL site requirements was assessed. In addition, an evaluation of the adequacy and effectiveness of the DOE and the site contractors management of ES ampersand H/quality assurance programs was conducted

  4. Tiger Team assessment of the Idaho National Engineering Laboratory

    Energy Technology Data Exchange (ETDEWEB)

    1991-08-01

    This report documents the Tiger Team Assessment of the Idaho National Engineering Laboratory (INEL) located in Idaho Falls, Idaho. INEL is a multiprogram, laboratory site of the US Department of Energy (DOE). Overall site management is provided by the DOE Field Office, Idaho; however, the DOE Field Office, Chicago has responsibility for the Argonne National Laboratory-West facilities and operations through the Argonne Area Office. In addition, the Idaho Branch Office of the Pittsburgh Naval Reactors Office has responsibility for the Naval Reactor Facility (NRF) at the INEL. The assessment included all DOE elements having ongoing program activities at the site except for the NRF. In addition, the Safety and Health Subteam did not review the Westinghouse Idaho Nuclear Company, Inc. facilities and operations. The Tiger Team Assessment was conducted from June 17 to August 2, 1991, under the auspices of the Office of Special Projects, Office of the Assistant Secretary for Environment, Safety and Health, Headquarters, DOE. The assessment was comprehensive, encompassing environmental, safety, and health (ES H) disciplines; management; and contractor and DOE self-assessments. Compliance with applicable federal, state, and local regulations; applicable DOE Orders; best management practices; and internal INEL site requirements was assessed. In addition, an evaluation of the adequacy and effectiveness of the DOE and the site contractors management of ES H/quality assurance programs was conducted.

  5. 33 CFR 385.17 - Project Delivery Team.

    Science.gov (United States)

    2010-07-01

    ... 33 Navigation and Navigable Waters 3 2010-07-01 2010-07-01 false Project Delivery Team. 385.17... Processes § 385.17 Project Delivery Team. (a) In accordance with the procedures of the Corps of Engineers...,” the Corps of Engineers and the non-Federal sponsor shall form a Project Delivery Team to develop the...

  6. Decisional Procrastination in Academic Settings: The Role of Metacognitions and Learning Strategies.

    Science.gov (United States)

    de Palo, Valeria; Monacis, Lucia; Miceli, Silvana; Sinatra, Maria; Di Nuovo, Santo

    2017-01-01

    Nowadays, university students suffer from a broad range of problems, such as educational underachievement or the inability to control themselves, that lead to procrastination as a consequence. The present research aimed at analyzing the determinants of decisional procrastination among undergraduate students and at assessing a path model in which self regulated learning strategies mediated the relationship between metacognitive beliefs about procrastination and decisional procrastination. 273 students from Southern Italy filled out a questionnaire composed by: the socio-demographic section, the Metacognitive Beliefs About Procrastination Questionnaire, the procrastination subscale of the Melbourne Decision Making Questionnaire, and the Anxiety, the Time Management, and the Information Processing subscales of the Learning and Study Strategies Inventory. Results showed that the relationship between negative and positive metacognitive beliefs about procrastination and decisional procrastination was mediated only by time management and anxiety. Such findings underlined the crucial role played by learning strategies in predicting the tendency to delay decisional situations and in mediating the relationship between metacognitive beliefs about procrastination and decisional procrastination.

  7. The Role of Metacognitions in the Association between Children’s Perceptions of Maternal Control and Anxiety

    DEFF Research Database (Denmark)

    Lønfeldt, Nicole N.; Marin, Carla E.; Silverman, Wendy K.

    2017-01-01

    -specific metacognitions. Given the role experiences of controlling parenting play in maintaining and perhaps forming anxious cognitions or a cognitive vulnerability we focused on maternal behavioral and psychological control. Using a cross-sectional design, Danish school children (9–17 years old; N = 1062) rated...... their levels of anxiety and anxiety-specific metacognitions, and their mothers' controlling behavior. Child-perceived maternal psychological control was positively correlated with each anxiety specific metacognition (positive and negative worry beliefs, cognitive confidence, need to control, and cognitive self......-consciousness). Child-perceived autonomy-granting was negatively correlated with all metacognitions except cognitive self-consciousness. Child perceived maternal psychological control was indirectly associated with anxiety via total metacognitions. Child-perceived autonomy-granting, but not psychological control...

  8. Metacognitions Are Associated with Subjective Memory Problems in Individuals on Sick Leave due to Chronic Fatigue.

    Science.gov (United States)

    Jacobsen, Henrik B; Aasvik, Julie K; Borchgrevink, Petter C; Landrø, Nils I; Stiles, Tore C

    2016-01-01

    Subjective cognitive impairments are frequent, but poorly understood in patients with chronic fatigue. We hypothesized that maladaptive metacognitive beliefs at baseline were associated with baseline subjective cognitive impairments, that they predict subjective cognitive impairments at treatment termination, and that a reduction in maladaptive metacognitive beliefs was associated with less subjective cognitive impairments at treatment termination, independent of changes in fatigue, pain, insomnia, depression, and anxiety. In this non-controlled study, patients (n = 137) on sick leave due to chronic fatigue received a 3.5-week inpatient RTW rehabilitation program. Of these patients 69 (50.4%) was referred with a ICPC-2 diagnosis of chronic fatigue. Patients completed questionnaires about metacognitive beliefs, somatic complaints, psychological complaints, and cognitive impairments before and after treatment. To test the hypotheses we performed paired t-tests of change, as well as seven hierarchical linear regressions. RESULTS showed that baseline maladaptive metacognitive beliefs were significantly associated with subjective cognitive impairments at baseline, controlling for symptoms. Score on baseline metacognitive beliefs did not predict impairments post-treatment. Testing specific maladaptive beliefs, pre-treatment scores on cognitive confidence were associated with subjective cognitive impairments both pre and post-treatment, controlling for symptoms. Post-treatment metacognitive beliefs and post-treatment cognitive confidence were associated with post-treatment subjective cognitive impairments, controlling for pre-treatment impairments and pre-treatment metacognitive beliefs, as well as pre and post-scores on symptom measures. This study reports associations between maladaptive metacognitive beliefs and subjective cognitive impairments in patients with chronic fatigue. Targeting metacognitive beliefs could prove an effective therapeutic intervention for

  9. The Correlation of Metacognition with Critical Thinking Skills of Grade XI Students on Human Excretion System Concept

    Directory of Open Access Journals (Sweden)

    Dea Diella

    2017-11-01

    Full Text Available The aims of this study is to reveal metacognition and critical thinking skill of students grade XI, and also the correlation between metacognition with crititical thinking skill on human excretion system. The participants of this study consist of 100 students from grade XI of five different high schools in Tasikmalaya. Correlational method was used in this study. Instruments which used to obtain the data consist of metacognition test and critical thinking test. The students' metacognition was captured with the essay item related to the human excretion system concept. The multiple choice-reason item and essay item was used to capture the critical thinking skills. The results showed that students’ score at metacognition and critical thinking have a low average. The results also proved that metacognition has a positive correlation and moderately strong with critical thinking skills

  10. The role of Metacognition in eating behavior: an exploratory study

    Directory of Open Access Journals (Sweden)

    Maria C. Quattropani

    2016-12-01

    Full Text Available In the occidental world, feeding is not only a physiological need but it may become a compulsive behavior. In fact, the tendency to instant gratification may represent a way to escape from unpleasant moods and may lead to addictive behaviors. In this process, Metacognitions, defined as internal cognitive factors that control, monitor and evaluate thinking processes, have a central role. The aim of our study was to investigate the relationship between eating behavior, psychological needs and metacognitive processes. We evaluated 44 adults using the following instruments: Eating Disorders Inventory III (EDI-III, Metacognition Questionnaire 30 (MCQ-30 and Frontal Lobe Score. Data analysis was performed using SPSS for Windows applying correlational analysis (Spearman’s Rho. We found that negative beliefs about worry concerning uncontrollability and danger were positive correlated with general psychological maladjustment composite (0.61 p<.01. In particular negative beliefs were positive correlated with specific subscales, such as personal alienation (0.57 p<.01 and emotional dysregulation (0.51 p<.01. Results confirmed the importance to explore metacognitive processes and to understand their role in emotional regulation, especially in overweight/obese subjects. Furthermore, we aim to examine the role of cognitive functions in eating behavior.

  11. Metacognition in speech and language therapy for children with social (pragmatic) communication disorders: implications for a theory of therapy.

    Science.gov (United States)

    Gaile, Jacqueline; Adams, Catherine

    2018-01-01

    Metacognition is a significant component of complex interventions for children who have developmental language disorders. Research into how metacognition operates in the content or process of developmental language therapy delivery is limited. Identification and description of proposed active therapy components, such as metacognition, may contribute to our understanding of how to deliver complex communication interventions in an optimal manner. To analyse aspects of metacognition during therapy derived from a manualized speech and language intervention (the Social Communication Intervention Programme-SCIP) as delivered to children who have social (pragmatic) communication disorder (SPCD) and to examine the dynamic process of delivering therapy. A purposive sample of eight filmed therapy sessions was selected from the video data corpus of intervention-arm participants within a randomized controlled trial. The child-therapist interactions during therapy sessions from five children (aged between 5;11 and 10;3) in the SCIP trial were transcribed. Filmed sessions represented a variety of communication profiles and SCIP therapy content. Starting from existing theory on metacognition, cycles of iterative analysis were performed using a mixed inductive-deductive qualitative analysis. A preliminary list of metacognitive content embedded in the intervention was developed into a metacognitive coding framework (MCF). A thematic analysis of the identified metacognitive content of the intervention was then carried out across the whole sample. Thematic analysis revealed the presence of metacognition in the content and delivery of SCIP intervention. Four main themes of metacognitive person, task and strategy knowledge, and monitoring/control were identified. Metacognition was a feature of how children's ability to monitor language, pragmatic and social interaction skills, in themselves and other people, was developed. Task design and delivery methods were found to play a

  12. Exploring the Relationship between Metacognitive Awareness and Listening Performance with Questionnaire Data

    Science.gov (United States)

    Goh, Christine C. M.; Hu, Guangwei

    2014-01-01

    This study sought to provide a nuanced understanding of the relationship between metacognitive awareness and listening performance by eliciting from 113 English-as-a-second-language (ESL) Chinese learners their metacognitive awareness with regard to knowledge of listening strategies used and perceptions of difficulty and anxiety following a…

  13. Talk as a Metacognitive Strategy during the Information Search Process of Adolescents

    Science.gov (United States)

    Bowler, Leanne

    2010-01-01

    Introduction: This paper describes a metacognitive strategy related to the social dimension of the information search process of adolescents. Method: A case study that used naturalistic methods to explore the metacognitive thinking nd associated emotions of ten adolescents. The study was framed by Kuhlthau's Information Search Process model and…

  14. Solicited versus Unsolicited Metacognitive Prompts for Fostering Mathematical Problem Solving Using Multimedia

    Science.gov (United States)

    Kramarski, Bracha; Friedman, Sheli

    2014-01-01

    The study examined how student control over metacognitive prompts in a multimedia environment affects students' ability to solve mathematical problems in immediate comprehension tasks using a multimedia program and a delayed-transfer test. It also examined the effect on metacognitive discourse, mental effort, and engagement with multimedia-based…

  15. Pre-Service and In-Service Teachers' Metacognitive Knowledge about Problem-Solving Strategies

    Science.gov (United States)

    Metallidou, Panayiota

    2009-01-01

    The present study based on Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. "British Journal of Educational Psychology, 70", 1-16 methodology with the aim to examine primary school teachers' metacognitive knowledge about problem-solving strategies. A sample of 338 in-service (172) and…

  16. An Action Research in Science: Providing Metacognitive Support to Year 9 Students

    Science.gov (United States)

    Wagaba, Francis; Treagust, David F.; Chandrasegaran, A. L.; Won, Mihye

    2016-01-01

    An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students' metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, atoms and the Periodic Table. The study was conducted over three years…

  17. Exploring the Impacts of Cognitive and Metacognitive Prompting on Students' Scientific Inquiry Practices Within an E-Learning Environment

    Science.gov (United States)

    Zhang, Wen-Xin; Hsu, Ying-Shao; Wang, Chia-Yu; Ho, Yu-Ting

    2015-02-01

    This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students' inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students' inquiry practices.

  18. Practical Implications of Metacognitively Oriented Psychotherapy in Psychosis : Findings From a Pilot Study

    NARCIS (Netherlands)

    de Jong, Steven; van Donkersgoed, Rozanne J. M.; Aleman, Andre; van der Gaag, Mark; Wunderink, Lex; Arends, Johan; Lysaker, Paul H.; Pijnenborg, Marieke

    In preparation for a multicenter randomized controlled trial, a pilot study was conducted investigating the feasibility and acceptance of a shortened version (12 vs. 40 sessions) of an individual metacognitive psychotherapy (Metacognitive Reflection and Insight Therapy [MERIT]). Twelve participants

  19. Metacognition and the Development of Intercultural Competence

    National Research Council Canada - National Science Library

    Lane, H. Chad

    2007-01-01

    ..., planning, and reflection skills. We also survey several modern immersive cultural learning environments and discuss the role intelligent tutoring and experience management techniques can play to support these metacognitive demands...

  20. Factors affecting feeling-of-knowing in a medical intelligent tutoring system: the role of immediate feedback as a metacognitive scaffold.

    Science.gov (United States)

    El Saadawi, Gilan M; Azevedo, Roger; Castine, Melissa; Payne, Velma; Medvedeva, Olga; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Crowley, Rebecca S

    2010-03-01

    Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an intelligent tutoring system (ITS) in pathology. In this study, we examined the effect of immediate feedback on metacognitive performance, and investigated whether other metacognitive scaffolds will support metacognitive gains when immediate feedback is faded. Twenty-three participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and metacognitive performance. On day 2, a between-subjects design was used to compare the use of other metacognitive scaffolds (intervention group) against no metacognitive scaffolds (control group) on cognitive and metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of metacognitive performance, including Goodman-Kruskal gamma correlation (G), bias, and discrimination. For the intervention group, we also computed metacognitive measures during tutoring sessions. Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other metacognitive scaffolds. Results obtained directly from the ITS suggest that other metacognitive scaffolds do have a positive effect on G and discrimination, as immediate feedback is faded. We conclude that immediate feedback had a positive effect on both metacognitive and cognitive gains in a medical tutoring system. Other metacognitive scaffolds

  1. The Relationship between Metacognition and Obsessive Beliefs, and Procrastination in Students of Tabriz and Mohaghegh Ardabili Universities, Iran.

    Science.gov (United States)

    Sadeghi, Hasan; Hajloo, Nader; Babayi, Karim; Shahri, Maryam

    2014-01-01

    The aim of the current study is to investigate the relationship between metacognition and obsessive beliefs, and procrastination. 285 students of Tabriz and Mohaghegh Ardabili Universities, Iran, were selected by random sampling, and completed the metacognition (MCQ-30) questionnaire, obsessive beliefs questionnaire (OBQ-44), and General Procrastination Scale. The research method was descriptive. Data was implemented by structural equation modeling, using Amos software (version 19) and Anderson and Greenberg's (1988) two-step approach was followed. First, the model measurement, and then the structural model were examined. RESULTS showed that obsessive beliefs and metacognitive beliefs, directly and indirectly, predict the behavior of procrastination. Cognitive confidence, need for control of thoughts, and positive beliefs about worry from metacognitive beliefs were positively and significantly correlated with procrastination. In addition, cognitive self-consciousness was inversely correlated with procrastination. Perfectionism/certainty from obsessive beliefs was inversely correlated with procrastination. Moreover, the relationship between obsessive beliefs and metacognitive beliefs were positive and significant. Our findings show a significant relationship between obsessive and metacognitive beliefs and procrastination. To reduce behaviors of procrastination, control of obsessive beliefs and metacognition seems to be necessary. Moreover, controlling and shaping metacognitive beliefs can be effective in reducing compulsive behavior. None.

  2. Finding Common Ground: Identifying and Eliciting Metacognition in ePortfolios across Contexts

    Science.gov (United States)

    Bokser, Julie A.; Brown, Sarah; Chaden, Caryn; Moore, Michael; Cleary, Michelle Navarre; Reed, Susan; Seifert, Eileen; Zecker, Liliana Barro; Wozniak, Kathryn

    2016-01-01

    Research has suggested ePortfolios reveal and support students' metacognition, that is, their awareness, tracking, and evaluation of their learning over time. However, due to the wide variety of purposes and audiences for ePortfolios, it has been unclear whether there might be common criteria for identifying and assessing metacognition in…

  3. Investigating Predictive Role of Critical Thinking on Metacognition with Structural Equation Modeling

    Science.gov (United States)

    Arslan, Serhat

    2015-01-01

    The purpose of this study is to examine the relationships between critical thinking and metacognition. The sample of study consists of 390 university students who were enrolled in different programs at Sakarya University, in Turkey. In this study, the Critical Thinking Disposition Scale and Metacognitive Thinking Scale were used. The relationships…

  4. Children's metacognitive judgments in an eyewitness identification task.

    Science.gov (United States)

    Keast, Amber; Brewer, Neil; Wells, Gary L

    2007-08-01

    Two experiments examined children's metacognitive monitoring of recognition judgments within an eyewitness identification paradigm. A confidence-accuracy (CA) calibration approach was used to examine patterns of calibration, over-/underconfidence, and resolution. In Experiment 1, children (n=619, mean age=11 years 10 months) and adults (n=600) viewed a simulated crime and attempted two separate identifications from 8-person target-present or target-absent lineups given lineup instructions that manipulated witnesses choosing patterns by varying the degree of social pressure. For choosers, but not nonchoosers, meaningful CA relations were observed for adults but not for children. Experiment 2 tested a guided hypothesis disconfirmation manipulation designed to improve the realism of children's metacognitive judgments. Children (N=796, mean age=11 years 11 months) in experimental and control conditions viewed a crime and attempted two separate identifications. The manipulation had minimal impact on the CA relation for choosers and nonchoosers. In contrast to adults, children's identification confidence provides no useful guide for investigators about the likely guilt or innocence of a suspect. These experiments revealed limitations in children's metacognitive monitoring processes that have not been apparent in previous research on recall and recognition with younger children.

  5. Metacognitive aspects influence subjective well-being in parents of children with cancer.

    Science.gov (United States)

    Toffalini, Enrico; Veltri, Alessia; Cornoldi, Cesare

    2015-02-01

    Research suggests that metacognitive beliefs may be involved in psychological distress and even in the pathogenesis of emotional disorders. The present research is a first attempt to investigate how certain metacognitive aspects operate as favorable or adverse factors influencing subjective wellbeing (SWB) in the parents of children with cancer. Thirty parents of children being treated for cancer completed questionnaires on their metacognitive beliefs (Metacognition Questionnaire), sensitivity to autobiographical memory, and self-reported measures of positive and negative affect (Positive and Negative Affect Schedule). Results in the study group were compared with those obtained from 36 control parents of children being treated for acute, not life-threatening illnesses (hospitalized control group) and from 30 control parents of healthy children (healthy control group). Parents in both the study group and the hospitalized control group reported less SWB than the healthy control group. Most important, metacognitive aspects explained up to 77% of the variance in SWB in parents of children with cancer, as opposed to only 23% in hospitalized control group and 33% in the healthy control group. Differentmetacognitive aspects have a crucial role—both negative and positive—inSWB of parents of children with cancer. It is suggested that the psychological support for parents copingwith a child suffering from oncological disease should assess such aspects and try to address them in clinical practice.

  6. Leader evaluation and team cohesiveness in the process of team development: A matter of gender?

    Directory of Open Access Journals (Sweden)

    Núria Rovira-Asenjo

    Full Text Available Leadership positions are still stereotyped as masculine, especially in male-dominated fields (e.g., engineering. So how do gender stereotypes affect the evaluation of leaders and team cohesiveness in the process of team development? In our study participants worked in 45 small teams (4-5 members. Each team was headed by either a female or male leader, so that 45 leaders (33% women supervised 258 team members (39% women. Over a period of nine months, the teams developed specific engineering projects as part of their professional undergraduate training. We examined leaders' self-evaluation, their evaluation by team members, and team cohesiveness at two points of time (month three and month nine, the final month of the collaboration. While we did not find any gender differences in leaders' self-evaluation at the beginning, female leaders evaluated themselves more favorably than men at the end of the projects. Moreover, female leaders were evaluated more favorably than male leaders at the beginning of the project, but the evaluation by team members did not differ at the end of the projects. Finally, we found a tendency for female leaders to build more cohesive teams than male leaders.

  7. Leader evaluation and team cohesiveness in the process of team development: A matter of gender?

    Science.gov (United States)

    Sczesny, Sabine; Gumí, Tània; Guimerà, Roger; Sales-Pardo, Marta

    2017-01-01

    Leadership positions are still stereotyped as masculine, especially in male-dominated fields (e.g., engineering). So how do gender stereotypes affect the evaluation of leaders and team cohesiveness in the process of team development? In our study participants worked in 45 small teams (4–5 members). Each team was headed by either a female or male leader, so that 45 leaders (33% women) supervised 258 team members (39% women). Over a period of nine months, the teams developed specific engineering projects as part of their professional undergraduate training. We examined leaders’ self-evaluation, their evaluation by team members, and team cohesiveness at two points of time (month three and month nine, the final month of the collaboration). While we did not find any gender differences in leaders’ self-evaluation at the beginning, female leaders evaluated themselves more favorably than men at the end of the projects. Moreover, female leaders were evaluated more favorably than male leaders at the beginning of the project, but the evaluation by team members did not differ at the end of the projects. Finally, we found a tendency for female leaders to build more cohesive teams than male leaders. PMID:29059231

  8. Personality and alcohol metacognitions as predictors of weekly levels of alcohol use in binge drinking university students.

    Science.gov (United States)

    Clark, Ailsa; Tran, Cathy; Weiss, Alexander; Caselli, Gabriele; Nikčević, Ana V; Spada, Marcantonio M

    2012-04-01

    This study investigated the relative contribution of the Big 5 personality factors and alcohol metacognitions in predicting weekly levels of alcohol use in binge drinking university students. No research to date has investigated whether either of these constructs predicts levels of weekly alcohol use in binge drinkers. A sample of university students (n=142) who were classified as binge drinkers were administered the following self-report instruments: NEO-Five Factor Inventory (NEO-FFI; Costa & McCrae, 1992), Positive Alcohol Metacognitions Scale (PAMS; Spada & Wells, 2008), Negative Alcohol Metacognitions Scale (NAMS; Spada & Wells, 2008), and Khavari Alcohol Test (KAT; Khavari & Farber, 1978). Pearson product-moment correlations showed that weekly levels of alcohol use were negatively correlated with agreeableness and conscientiousness and positively correlated with positive alcohol metacognitions about cognitive self-regulation, negative alcohol metacognitions about uncontrollability and negative alcohol metacognitions about cognitive harm. A hierarchical regression analysis revealed that conscientiousness and positive alcohol metacognitions about cognitive self-regulation were the only two significant predictors of weekly levels of alcohol use when controlling for gender. These findings show that being male, low on conscientiousness and high on positive alcohol metacognitions about cognitive self-regulation raises the risk for increased weekly levels of alcohol use in binge drinking university students. The implications of these findings are discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

  9. The subjective experience of object recognition: comparing metacognition for object detection and object categorization.

    Science.gov (United States)

    Meuwese, Julia D I; van Loon, Anouk M; Lamme, Victor A F; Fahrenfort, Johannes J

    2014-05-01

    Perceptual decisions seem to be made automatically and almost instantly. Constructing a unitary subjective conscious experience takes more time. For example, when trying to avoid a collision with a car on a foggy road you brake or steer away in a reflex, before realizing you were in a near accident. This subjective aspect of object recognition has been given little attention. We used metacognition (assessed with confidence ratings) to measure subjective experience during object detection and object categorization for degraded and masked objects, while objective performance was matched. Metacognition was equal for degraded and masked objects, but categorization led to higher metacognition than did detection. This effect turned out to be driven by a difference in metacognition for correct rejection trials, which seemed to be caused by an asymmetry of the distractor stimulus: It does not contain object-related information in the detection task, whereas it does contain such information in the categorization task. Strikingly, this asymmetry selectively impacted metacognitive ability when objective performance was matched. This finding reveals a fundamental difference in how humans reflect versus act on information: When matching the amount of information required to perform two tasks at some objective level of accuracy (acting), metacognitive ability (reflecting) is still better in tasks that rely on positive evidence (categorization) than in tasks that rely more strongly on an absence of evidence (detection).

  10. The Effect of Different Metacognitive Skill Levels on Preservice Chemistry Teachers' Motivation

    Science.gov (United States)

    Sen, Senol

    2016-01-01

    The purpose of this study was to determine the metacognitive skill levels and motivation of preservice chemistry teachers and to investigate the effect of different metacognitive skill levels on their motivation. The study was conducted during 2014-2015 spring semester. In this research, survey method was used to reveal the effect of different…

  11. Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students

    Science.gov (United States)

    Meniado, Joel C.

    2016-01-01

    Metacognitive reading strategies and reading motivation play a significant role in enhancing reading comprehension. In an attempt to prove the foregoing claim in a context where there is no strong culture for reading, this study tries to find out if there is indeed a relationship between and among metacognitive reading strategies, reading…

  12. Investigating the Role of Socially Mediated Metacognition during Collaborative Troubleshooting of Electric Circuits

    Science.gov (United States)

    Van De Bogart, Kevin L.; Dounas-Frazer, Dimitri R.; Lewandowski, H. J.; Stetzer, MacKenzie R.

    2017-01-01

    Developing students' ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of troubleshooting. However, that work has focused primarily on "individual" students' metacognitive processes…

  13. Achievement goals affect metacognitive judgments

    Science.gov (United States)

    Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

    2017-01-01

    The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

  14. Spontaneous Metacognition in Rhesus Monkeys.

    Science.gov (United States)

    Rosati, Alexandra G; Santos, Laurie R

    2016-09-01

    Metacognition is the ability to think about thinking. Although monitoring and controlling one's knowledge is a key feature of human cognition, its evolutionary origins are debated. In the current study, we examined whether rhesus monkeys (Macaca mulatta; N = 120) could make metacognitive inferences in a one-shot decision. Each monkey experienced one of four conditions, observing a human appearing to hide a food reward in an apparatus consisting of either one or two tubes. The monkeys tended to search the correct location when they observed this baiting event, but engaged in information seeking-by peering into a center location where they could check both potential hiding spots-if their view had been occluded and information seeking was possible. The monkeys only occasionally approached the center when information seeking was not possible. These results show that monkeys spontaneously use information about their own knowledge states to solve naturalistic foraging problems, and thus provide the first evidence that nonhumans exhibit information-seeking responses in situations with which they have no prior experience. © The Author(s) 2016.

  15. Emotion as a boost to metacognition: how worry enhances the quality of confidence.

    Science.gov (United States)

    Massoni, Sébastien

    2014-10-01

    Emotion and cognition are known to interact during human decision processes. In this study we focus on a specific kind of cognition, namely metacognition. Our experiment induces a negative emotion, worry, during a perceptual task. In a numerosity task subjects have to make a two alternative forced choice and then reveal their confidence in this decision. We measure metacognition in terms of discrimination and calibration abilities. Our results show that metacognition, but not choice, is affected by the level of worry anticipated before the decision. Under worry individuals tend to have better metacognition in terms of the two measures. Furthermore understanding the formation of confidence is better explained with taking into account the level of worry in the model. This study shows the importance of an emotional component in the formation and the quality of the subjective probabilities. Copyright © 2014 Elsevier Inc. All rights reserved.

  16. Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

    Directory of Open Access Journals (Sweden)

    Amy Siegesmund

    2016-05-01

    Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

  17. The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences

    OpenAIRE

    Safari, Yahya; Meskini, Habibeh

    2015-01-01

    Background: Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students? problem solving skills. Methods: The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. T...

  18. Improving Students’ Skimming and Scanning in Reading Skill by Applying Metacognitive Strategy

    Directory of Open Access Journals (Sweden)

    Siti Mariam

    2016-07-01

    Full Text Available Reading is one of the main four language skills that a learner needs to master in order to ensure success in learning English. To facilitate students in comprehending a text, the effective strategies should be used. One of the strategies is Meta-cognitive strategies. The objectives of the research are to identify students’ responses during learned process by using Meta-cognitive strategies and to investigate how high students’ improvement of skimming and scanning reading skill after learned by using Meta-cognitive strategies in recount text. Meta-cognitive strategies improve students to reflect on thought processes and to plan, monitor, and evaluate aspects of their learning. The participants were third semester of English department students of Islamic Education and Teacher Training Faculty of Walisongo State Islamic University.The reserch design was Classroom Action Research with 1 preliminary cycle and 2 cycles. This research was conducted from March, 2th 2015 until March, 21th 2015. Data collection technique was tests. Observations were done in each cycle. Tests form was given the students, they should answer 20 questions of multiple choice test. Then, the data were analyzed using mean (descriptive statistics to find out the improvements. Meta-cognitive strategies were applied in the teaching learning process by giving plan (giving task for students, monitoring, evaluating, and problem solving to the students. After collecting the data, the result showed the improvements of the students. Students’ average score in pre cycle test was 60. In the first cycle, the average score increased became 70. This score hadn’t met the minimum standard score yet 75. Therefore, second cycle was conducted. Students’ average score increased became 82.16. Students’ engagements also increased since the first cycle. Consequently, the objectives were reached. Based on the result, it could be concluded that Meta-cognitive strategy can improve the

  19. IMPROVING STUDENTS’ SKIMMING AND SCANNING IN READING SKILL BY APPLYING METACOGNITIVE STRATEGY

    Directory of Open Access Journals (Sweden)

    Siti Mariam

    2016-07-01

    Full Text Available Reading is one of the main four language skills that a learner needs to master in order to ensure success in learning English. To facilitate students in comprehending a text, the effective strategies should be used. One of the strategies is Meta-cognitive strategies. The objectives of the research are to identify students’ responses during learned process by using Meta-cognitive strategies and to investigate how high students’ improvement of skimming and scanning reading skill after learned by using Meta-cognitive strategies in recount text. Meta-cognitive strategies improve students to reflect on thought processes and to plan, monitor, and evaluate aspects of their learning. The participants were third semester of English department students of Islamic Education and Teacher Training Faculty of Walisongo State Islamic University.The reserch design was Classroom Action Research with 1 preliminary cycle and 2 cycles. This research was conducted from March, 2th 2015 until March, 21th 2015. Data collection technique was tests. Observations were done in each cycle. Tests form was given the students, they should answer 20 questions of multiple choice test. Then, the data were analyzed using mean (descriptive statistics to find out the improvements. Meta-cognitive strategies were applied in the teaching learning process by giving plan (giving task for students, monitoring, evaluating, and problem solving to the students. After collecting the data, the result showed the improvements of the students. Students’ average score in pre cycle test was 60. In the first cycle, the average score increased became 70. This score hadn’t met the minimum standard score yet 75. Therefore, second cycle was conducted. Students’ average score increased became 82.16. Students’ engagements also increased since the first cycle. Consequently, the objectives were reached. Based on the result, it could be concluded that Meta-cognitive strategy can improve the

  20. An Exploration of Metacognition and Its Effect on Mathematical Performance in Differential Equations

    Science.gov (United States)

    Smith, Mary Jarratt

    2013-01-01

    Research suggests that students in certain contexts who are "metacognitively aware learners" demonstrate better academic performance (Shraw & Dennison, 1994; Md. Yunus & Ali, 2008). In this research, the metacognitive levels for two classes of differential equations students were studied. Students completed a survey adapted from…

  1. Comprehension as a Basis for Metacognitive Judgments: Effects of Effort after Meaning on Recall and Metacognition

    Science.gov (United States)

    Zaromb, Franklin M.; Karpicke, Jeffrey D.; Roediger, Henry L., III

    2010-01-01

    We examined free recall and metacognitive judgments of ambiguous sentences studied with and without clues to facilitate their comprehension. Sentences were either studied without clues, with clues meaningfully embedded, or with clues following a 10-s interval delay. After presentation, subjects made judgments of comprehension (JCOMPs) or judgments…

  2. Decisional Procrastination in Academic Settings: The Role of Metacognitions and Learning Strategies

    Directory of Open Access Journals (Sweden)

    Valeria de Palo

    2017-06-01

    Full Text Available Nowadays, university students suffer from a broad range of problems, such as educational underachievement or the inability to control themselves, that lead to procrastination as a consequence. The present research aimed at analyzing the determinants of decisional procrastination among undergraduate students and at assessing a path model in which self regulated learning strategies mediated the relationship between metacognitive beliefs about procrastination and decisional procrastination. 273 students from Southern Italy filled out a questionnaire composed by: the socio-demographic section, the Metacognitive Beliefs About Procrastination Questionnaire, the procrastination subscale of the Melbourne Decision Making Questionnaire, and the Anxiety, the Time Management, and the Information Processing subscales of the Learning and Study Strategies Inventory. Results showed that the relationship between negative and positive metacognitive beliefs about procrastination and decisional procrastination was mediated only by time management and anxiety. Such findings underlined the crucial role played by learning strategies in predicting the tendency to delay decisional situations and in mediating the relationship between metacognitive beliefs about procrastination and decisional procrastination.

  3. The effect of metacognitive self on confirmation bias revealed in relation to community and competence

    Directory of Open Access Journals (Sweden)

    Brycz Hanna

    2014-09-01

    Full Text Available The main goal of our study was to investigate the role of insight into one’s own biases (metacognitive self in the process of hypothesis validation in accordance to the two fundamental social perception domains (community and competence on the example of confirmation bias. The study was conducted on a group of 593 participants with the use of a confirmation bias procedure, a free recall procedure and the Metacognitive Self scale. We manipulated with the domain and the value of information given to the respondents. We suspected that individuals with a high metacognitive self, in opposition to low metacognitive self ones, would not process the given information according to the two fundamental social perception domains. The results verified the existence of an interaction effect of the metacognitive self (MCS and the domain of the information given about a perceived person on the susceptibility to follow the confirmation bias. Contrary to the low metacognitive self individuals, who show a higher tendency for the confirmation bias within the competence than the community domain, persons with a high insight into their own biases express the same level of confirmation bias in no respect to the domain of the information. The value of the information has no significant influence.

  4. A Correlation Study between Motivation Orientations and Metacognitive Strategies in English Listening

    Institute of Scientific and Technical Information of China (English)

    余婷

    2016-01-01

    Based on learning motivation theory and metacognitive theory, the present study reports questionnaire surveys on cor-relation between motivation orientations and listening metacognitive strategies among 117 English majors. Findings suggest that:1) English majors are mainly stimulated by instrumental motivation and show bias towards planning and evaluation strate-gy in listening comprehension;2) there is a significant positive correlation between instrumental motivation and strategy of plan-ning and evaluation;3) significant difference between high motive group and low motive group only exists in planning and eval-uation strategy. Therefore, teachers are encouraged to help students strengthen the training of listening metacognitive strategies form long-lasting motivation and promote listening proficiency as well as self-learning ability.

  5. The development of metacognitive-based genetic learning ...

    African Journals Online (AJOL)

    The development of metacognitive-based genetic learning Instruments at senior ... The results of the research are learning instrument product and textbook whose ... that these instruments have satisfied the criteria: very valid and very ideal.

  6. Metacognition Lab at Miles College Takes Peer Mentoring to a Higher Level

    Science.gov (United States)

    Chekwa, Emmanuel; Dorius, Tina

    2016-01-01

    Albert Einstein famously said, "I never teach my students. I only attempt to provide the conditions in which they can learn." At the Miles College Metacognition Lab, we follow a similar philosophy. In the Metacognition Lab, we teach our students to think about how they are thinking. We have created a system of student interactions that…

  7. Factors Affecting Feeling-of-knowing in a Medical Intelligent Tutoring System – the role of Immediate Feedback as a Metacognitive Scaffold

    Science.gov (United States)

    El Saadawi, Gilan M.; Azevedo, Roger; Castine, Melissa; Payne, Velma; Medvedeva, Olga; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Crowley, Rebecca S.

    2009-01-01

    Objective Previous studies in our laboratory have shown the benefits of immediate feedback on cognitive performance for pathology residents using an Intelligent Tutoring System in Pathology. In this study, we examined the effect of immediate feedback on metacognitive performance, and investigated whether other metacognitive scaffolds will support metacognitive gains when immediate feedback is faded. Methods Twenty-three (23) participants were randomized into intervention and control groups. For both groups, periods working with the ITS under varying conditions were alternated with independent computer-based assessments. On day 1, a within-subjects design was used to evaluate the effect of immediate feedback on cognitive and metacognitive performance. On day 2, a between-subjects design was used to compare the use of other metacognitive scaffolds (intervention group) against no metacognitive scaffolds (control group) on cognitive and metacognitive performance, as immediate feedback was faded. Measurements included learning gains (a measure of cognitive performance), as well as several measures of metacognitive performance, including Goodman-Kruskal Gamma correlation (G), Bias, and Discrimination. For the intervention group, we also computed metacognitive measures during tutoring sessions. Results Results showed that immediate feedback in an intelligent tutoring system had a statistically significant positive effect on learning gains, G and discrimination. Removal of immediate feedback was associated with decreasing metacognitive performance, and this decline was not prevented when students used a version of the tutoring system that provided other metacognitive scaffolds. Results obtained directly from the ITS suggest that other metacognitive scaffolds do have a positive effect on G and Discrimination, as immediate feedback is faded. Conclusions Immediate feedback had a positive effect on both metacognitive and cognitive gains in a medical tutoring system. Other

  8. Metacognitive beliefs as a predictor of health anxiety in a self-reporting Italian clinical sample

    OpenAIRE

    Melli, Gabriele; Bailey, Robin; Carraresi, Claudia; Poli, Andrea

    2017-01-01

    Research has supported the specific role that anxiety sensitivity, health-related dysfunctional beliefs, and metacognitive beliefs may play in the development and maintenance of health anxiety symptoms. However, the role of metacognitive beliefs in health anxiety has only been explored in analogue samples. The aim of this study was to explore for the first time the association between metacognitive beliefs and health anxiety symptoms in a sample of participants who reported having received a ...

  9. Alzheimer's Disease Can Spare Local Metacognition Despite Global Anosognosia: Revisiting the Confidence-Accuracy Relationship in Episodic Memory

    Science.gov (United States)

    Gallo, David A.; Cramer, Stefanie J.; Wong, Jessica T.; Bennett, David A.

    2012-01-01

    Alzheimer's disease (AD) can impair metacognition in addition to more basic cognitive functions like memory. However, while global metacognitive inaccuracies are well documented (i.e., low deficit awareness, or anosognosia), the evidence is mixed regarding the effects of AD on local or task-based metacognitive judgments. Here we investigated local…

  10. EFL Learners' Listening Comprehension and Awareness of Metacognitive Strategies: How Are They Related?

    Science.gov (United States)

    Al-Alwan, Ahmed; Asassfeh, Sahail; Al-Shboul, Yousef

    2013-01-01

    Metacognitive strategies play an important role in many cognitive activities related to language use in oral communication. This study explored metacognitve listening strategies awareness and its relationship with listening comprehension on a convient sample of 386 tenth-grade EFL learners using two instruments: (a) Metacognition Awareness…

  11. Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development.

    NARCIS (Netherlands)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2017-01-01

    This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases

  12. Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

    Directory of Open Access Journals (Sweden)

    Y. Herlanti

    2017-04-01

    Full Text Available The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.

  13. Social cognitive theory, metacognition, and simulation learning in nursing education.

    Science.gov (United States)

    Burke, Helen; Mancuso, Lorraine

    2012-10-01

    Simulation learning encompasses simple, introductory scenarios requiring response to patients' needs during basic hygienic care and during situations demanding complex decision making. Simulation integrates principles of social cognitive theory (SCT) into an interactive approach to learning that encompasses the core principles of intentionality, forethought, self-reactiveness, and self-reflectiveness. Effective simulation requires an environment conducive to learning and introduces activities that foster symbolic coding operations and mastery of new skills; debriefing builds self-efficacy and supports self-regulation of behavior. Tailoring the level of difficulty to students' mastery level supports successful outcomes and motivation to set higher standards. Mindful selection of simulation complexity and structure matches course learning objectives and supports progressive development of metacognition. Theory-based facilitation of simulated learning optimizes efficacy of this learning method to foster maturation of cognitive processes of SCT, metacognition, and self-directedness. Examples of metacognition that are supported through mindful, theory-based implementation of simulation learning are provided. Copyright 2012, SLACK Incorporated.

  14. Facilitating vocabulary learning through metacognitive strategy training and learning journals

    Directory of Open Access Journals (Sweden)

    Carmen Luz Trujillo Becerra

    2015-10-01

    Full Text Available This paper reports on a mixed- method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito and Tocaima.  The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines.  Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.

  15. Evaluating reading and metacognitive deficits in children and adolescents with attention deficit hyperactivity disorder.

    Science.gov (United States)

    Alvarado, Jesús Ma; Puente, Aníbal; Jiménez, Virginia; Arrebillaga, Lorena

    2011-05-01

    The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests o reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from readin comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehensio was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.

  16. Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study.

    Science.gov (United States)

    Maras, Katie; Gamble, Tim; Brosnan, Mark

    2017-10-01

    Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

  17. Pointing to Parallels in Ability-Related Differences in the Use of Metacognition in Academic and Psychomotor Tasks

    Science.gov (United States)

    Martini, Rose; Shore, Bruce M.

    2008-01-01

    This paper offers a brief review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research. Metacognition is knowledge about one's own cognitive processes [Flavell, J.H. (1979). "Metacognition and cognitive monitoring: A new area…

  18. From Metacognition to Whole Language: The Spectrum of Literacy in Elementary School Science.

    Science.gov (United States)

    Balajthy, Ernest

    This paper considers the integration of reading and writing into elementary science teaching by way of the implications of two leading theories pertaining to literacy: metacognitive theory and whole language theory. Discussion of the implications of metacognition includes attention to the issue of helping to overcome readers' nonscientific…

  19. Metacognitive Protocols: A Qualitative Study of Perceptions of "Smartness" of Adults and Children.

    Science.gov (United States)

    Morse, Linda W.; Smith-Mallette, Geraldine; Talento-Miller, Eileen

    Metacognition is a theoretical construct used to describe individuals' perceptions of their thinking processes and their own control over their thinking processes. This study examined the protocols of 78 undergraduates who responded to 3 questions from the Swanson Metacognitive Questionnaire: (1) What makes someone really smart? (2) How do…

  20. Relations of Gender and Socioeconomic Status to Physics through Metacognition and Self-Efficacy

    Science.gov (United States)

    Yerdelen-Damar, Sevda; Pesman, Haki

    2013-01-01

    The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics…

  1. The Metacognitive Anger Processing (MAP) Scale - Validation in a Mixed Clinical and a Forensic In-Patient Sample

    DEFF Research Database (Denmark)

    Moeller, Stine Bjerrum; Bech, Per

    2018-01-01

    BACKGROUND: The metacognitive approach by Wells and colleagues has gained empirical support with a broad range of symptoms. The Metacognitive Anger Processing (MAP) scale was developed to provide a metacognitive measure on anger (Moeller, 2016). In the preliminary validation, three components were...... identified (positive beliefs, negative beliefs and rumination) to be positively correlated with the anger. AIMS: To validate the MAP in a sample of mixed clinical patients (n = 88) and a sample of male forensic patients (n = 54). METHOD: The MAP was administered together with measures of metacognition, anger......, rumination, anxiety and depressive symptoms. RESULTS: The MAP showed acceptable scalability and excellent reliability. Convergent validity was evidenced using the general metacognitive measure (MCQ-30), and concurrent validity was supported using two different anger measures (STAXI-2 and NAS). CONCLUSIONS...

  2. Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

    Directory of Open Access Journals (Sweden)

    Meirav Tzohar-Rozen

    2014-11-01

    Full Text Available Mathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000. Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010. 9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009. These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL, a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000. Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC and motivational-emotional regulation (ME. It also sought to examine the significance of these components and their contribution to learners' problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form. After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.

  3. Analysis of mathematical problem-solving ability based on metacognition on problem-based learning

    Science.gov (United States)

    Mulyono; Hadiyanti, R.

    2018-03-01

    Problem-solving is the primary purpose of the mathematics curriculum. Problem-solving abilities influenced beliefs and metacognition. Metacognition as superordinate capabilities can direct, regulate cognition and motivation and then problem-solving processes. This study aims to (1) test and analyzes the quality of problem-based learning and (2) investigate the problem-solving capabilities based on metacognition. This research uses mixed method study with The subject research are class XI students of Mathematics and Science at High School Kesatrian 2 Semarang which divided into tacit use, aware use, strategic use and reflective use level. The collecting data using scale, interviews, and tests. The data processed with the proportion of test, t-test, and paired samples t-test. The result shows that the students with levels tacit use were able to complete the whole matter given, but do not understand what and why a strategy is used. Students with aware use level were able to solve the problem, be able to build new knowledge through problem-solving to the indicators, understand the problem, determine the strategies used, although not right. Students on the Strategic ladder Use can be applied and adopt a wide variety of appropriate strategies to solve the issues and achieved re-examine indicators of process and outcome. The student with reflective use level is not found in this study. Based on the results suggested that study about the identification of metacognition in problem-solving so that the characteristics of each level of metacognition more clearly in a more significant sampling. Teachers need to know in depth about the student metacognitive activity and its relationship with mathematical problem solving and another problem resolution.

  4. M42. Metacognitive Deficits in Schizophrenia; Comparisons With Borderline Personality Disorder and Substance Use Disorder

    Science.gov (United States)

    Buck, Kelly; Leonhardt, Bethany; George, Sunita; James, Alison; Vohs, Jenifer; Lysaker, Paul

    2017-01-01

    Abstract Background: Metacognition is a psychological function that includes a spectrum of mental activities. These activities involve thinking about thinking and range from more discrete acts, in which people recognize specific thoughts and feelings, to more synthetic acts in which an array of intentions, thoughts, feelings, and connections between events are integrated into larger complex representations. Recently, interest has arisen in the important role that metacognitive deficits may play in schizophrenia spectrum disorders. Research has found that many with schizophrenia experience compromised metacognitive capacity and the degree of impairment in metacognition has been linked to negative and disorganized symptoms, decrement in social functioning, and lower levels of subjective indicators of recovery. While metacognitive deficits have been broadly explored in schizophrenia, less is known about whether these deficits are similar or different than those found in other forms of serious mental illness. Methods: To explore this issue, we administered assessments of metacognition using the Metacognition Assessment Scale-Abbreviated, Alexithymia using the Toronto Alexithymia Scale and Social Cognition using the Bell Lysaker Emotion Recognition Scale to 65 adults with Schizophrenia, 34 adults with Borderline Personality Disorder (PD) and 32 adults with a Substance Use Disorder. We chose Borderline PD as our primary comparison because this group has also been found to have profound alterations in the ability to recognize and think about one’s own and others’ mental activities. We chose substance use disorder as a third psychiatric condition given that this is a common comorbidity of Borderline PD and Schizophrenia and because it has also been linked with deficits in the ability to reflect about mental states. Results: ANCOVA controlling for age revealed the Schizophrenia group had significant poorer overall metacognition compared to the other 2 groups while the

  5. Metacognitive Enrichment for Community College Students

    Science.gov (United States)

    Wyre, Steven H.

    2012-01-01

    Recent research was conducted to explore how introducing metacognitive enrichment into courses containing implicit or explicit critical thinking goals would affect the students' personal epistemological maturity. At the beginning of a fall semester at a moderate sized community college in the southeastern United States, 733 students were divided…

  6. Metacognition: Student Reflections on Problem Solving

    Science.gov (United States)

    Wismath, Shelly; Orr, Doug; Good, Brandon

    2014-01-01

    Twenty-first century teaching and learning focus on the fundamental skills of critical thinking and problem solving, creativity and innovation, and collaboration and communication. Metacognition is a crucial aspect of both problem solving and critical thinking, but it is often difficult to get students to engage in authentic metacognitive…

  7. Do mathematics learning facilitators implement metacognitive ...

    African Journals Online (AJOL)

    It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans, monitors, evaluates and reflects their instructional behaviour and this can promote learners ' learning with und ers tanding. The p urpos e of this study was to investigate the ...

  8. Children's Use of Meta-Cognition in Solving Everyday Problems: Children's Monetary Decision-Making

    Science.gov (United States)

    Lee, Chwee Beng; Koh, Noi Keng; Cai, Xin Le; Quek, Choon Lang

    2012-01-01

    The purpose of this study was to understand how children use meta-cognition in their everyday problem-solving, particularly making monetary decisions. A particular focus was to identify components of meta-cognition, such as regulation of cognition and knowledge of cognition observed in children's monetary decision-making process, the roles of…

  9. Metacognition and perspective-taking in Alzheimer’s disease: a mini-review.

    OpenAIRE

    Elodie Bertrand; J. Landeira-Fernandez; Daniel C Mograbi; Daniel C Mograbi

    2016-01-01

    Metacognition refers to the monitoring and regulation of cognitive processes and its impairment can lead to a lack of self-awareness of deficits, or anosognosia. In the context of different neurological and psychiatric disorders (e.g., traumatic brain injury, dementia, and schizophrenia), studies have shown that patients who present impairments in metacognitive abilities may be able to recognize such difficulties in others and in themselves when exposed to material in a third-person perspecti...

  10. Metacognition and Perspective-Taking in Alzheimer’s Disease: A Mini-Review

    OpenAIRE

    Bertrand, Elodie; Landeira-Fernandez, Jesus; Mograbi, Daniel C.

    2016-01-01

    Metacognition refers to the monitoring and regulation of cognitive processes and its impairment can lead to a lack of self-awareness of deficits, or anosognosia. In the context of different neurological and psychiatric disorders (e.g., traumatic brain injury, dementia, and schizophrenia), studies have shown that patients who present impairments in metacognitive abilities may be able to recognize such difficulties in others and in themselves when exposed to material in a third-person perspecti...

  11. Metacognitive self-reflectivity moderates the relationship between distress tolerance and empathy in schizophrenia.

    Science.gov (United States)

    Bonfils, Kelsey A; Minor, Kyle S; Leonhardt, Bethany L; Lysaker, Paul H

    2018-07-01

    Deficits in empathy seen in schizophrenia are thought to play a major role in the social dysfunction seen in the disorder. However, little work has investigated potential determinants of empathic deficits. This study aimed to fill that gap by examining the effects of two variables on empathy - distress tolerance and metacognitive self-reflectivity. Fifty-four people with schizophrenia-spectrum disorders receiving services at an urban VA or community mental health center were assessed for empathy, metacognition, and distress tolerance. Bivariate correlations and moderation methods were used to ascertain associations amongst these variables and examine interactions. Results revealed that, against hypotheses, empathy was not related at the bivariate level to either distress tolerance or metacognitive self-reflectivity. However, consistent with hypotheses, moderation analyses revealed that participants with higher self-reflectivity showed no relationship between distress tolerance and empathy, while those with lower self-reflectivity showed a relationship such that reduced ability to tolerate distress predicted reduced empathy. Taken together, results of this study suggest that lack of distress tolerance can negatively affect empathy in people with schizophrenia with lesser capacity for metacognitive self-reflection; thus, fostering self-reflectivity may help overcome that negative impact. Future work is needed investigating the impact of metacognitively-tailored interventions on empathy in this population. Copyright © 2018. Published by Elsevier B.V.

  12. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course†

    Science.gov (United States)

    Dang, Nathan V.; Chiang, Jacob C.; Brown, Heather M.

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students’ perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students’ MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students. PMID:29904551

  13. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.

    Science.gov (United States)

    Dang, Nathan V; Chiang, Jacob C; Brown, Heather M; McDonald, Kelly K

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students' perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students' MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.

  14. Promoting University Students' Metacognitive Regulation through Peer Learning: The Potential of Reciprocal Peer Tutoring

    Science.gov (United States)

    De Backer, Liesje; Van Keer, Hilde; Valcke, Martin

    2015-01-01

    Although successful learning in university education can be advanced by students' competence to self-regulate their learning, students often possess insufficient metacognitive regulation skills to regulate their learning adequately. The present study investigates changes in university students' adoption of metacognitive regulation after…

  15. The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers

    Science.gov (United States)

    Kallio, Heli; Virta, Kalle; Kallio, Manne; Virta, Arja; Hjardemaal, Finn Rudolf; Sandven, Jostein

    2017-01-01

    The purpose of the present study is to explore the utility of the compressed version of the Metacognitive Awareness Inventory for Teachers (MAIT-18) among in-service teachers. Knowledge of teachers' awareness of metacognition is required to support students' self-regulation, with the aim of establishing modern learning methods and life-long…

  16. Deficits in Metacognitive Monitoring in Mathematics Assessments in Learners with Autism Spectrum Disorder

    Science.gov (United States)

    Brosnan, Mark; Johnson, Hilary; Grawemeyer, Beate; Chapman, Emma; Antoniadou, Konstantina; Hollinworth, Melissa

    2016-01-01

    Children and adults with autism spectrum disorder have been found to have deficits in metacognition that could impact upon their learning. This study explored metacognitive monitoring in 28 (23 males and 5 females) participants with autism spectrum disorder and 56 (16 males and 40 females) typically developing controls who were being educated at…

  17. Dysfunctional metacognitive beliefs and gastrointestinal disorders. Beyond an ‘organic’/‘functional’ categorization in the clinical practice

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    Maria Catena Quattropani

    2014-06-01

    Full Text Available AbstractBackground: Despite the role of metacognition in psychopathology, no studies have explored this construct in the area of gastrointestinal disorders. Moreover, for many times there was a categorization between organic and functional gastrointestinal disorders. The aim of this study was to compare dysfunctional metacognitive beliefs between patients with functional bowel disorders and patients with organic bowel disorders. The purpose of this work was also to examine the relations between metacognitions, alexithymia and symptoms of the patients on the basis of diagnosis.Methods: A between-subject non parametric and correlational design was employed. We formed three clinical groups from a population of patients with gastrointestinal disorders and on the basis of the ‘organic’ and ‘functional’ diagnosis. All the participants underwent the Metacognitions Questionnaire 30, the Toronto Alexithymia Scale-20 and the Gastrointestinal Symptom Rating Scale.Results: There were no significant differences between the three clinical groups on MCQ-30 and TAS-20 scores. However, there were significant correlations based on diagnosis of the gastrointestinal disorder between alexithymic features and metacognitive dysfunctional beliefs.Conclusions: Our results underline the role of metacognitions for both patients with organic and functional gastrointestinal disorders. Moreover, the results highlight the importance to consider these aspects in patients with organic gastrointestinal disorder. Keywords: alexithymia; Crohn’s disease; IBS;  metacognition; ulcerative colitis. 

  18. Resource function of conceptual and metacognitive abilities in adolescents with different forms of dysontogenesis.

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    Kholodnaya, M.

    2015-07-01

    Full Text Available This study investigated the level of conceptual and metacognitive abilities and their interaction in adolescents with different forms of dysontogenesis. The total sample (N= 173 included four groups of young adolescents (11-12 years old: with normal development, with infantile cerebral palsy (CP, with attention deficit hyperactivity disorder (ADHD, and with delayed intellectual development (DID. We measured the adolescents’ performance on tests of conceptual abilities (the use of categories at different grades of generalization, the discovery of abstract meaning and implicit connections between concepts and metacognitive abilities (attention selectivity, as measured by Mtinsterberg’s test and the understanding of hidden pictures, and attention organization, as measured by indices of cognitive styles. The results showed, first, that in comparison with normal adolescents, the adolescents with CP and ADHD had a deficit of metacognitive abilities, but they did not differ in rates of conceptual abilities. As for adolescents with DID, even though they had lower rates of conceptual abilities and attention selectivity, they did not differ from the “norm” group on some indices of attention organization. Second, a tendency for the disintegration of conceptual and metacognitive abilities (as measured by correlation and factor analysis was most clearly seen in the adolescents with ADHD and DID. The adolescents with CP and ADHD had conceptual (categorial and generative abilities as a mental resource, and the adolescents with DID had metacognitive abilities as a mental resource. The resource function of conceptual and metacognitive abilities was determined not only by their level but also by the extent of their interaction (integration.

  19. Metacognition as a Mediating Variable Between Neurocognition and Functional Outcome in First Episode Psychosis.

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    Davies, Geoff; Fowler, David; Greenwood, Kathryn

    2017-07-01

    Neurocognitive and functional outcome deficits have long been acknowledged in schizophrenia and neurocognition has been found to account for functional disability to a greater extent than psychopathology. Much of the variance in functional outcome however still remains unexplained and metacognition may mediate the relationship between neurocognition, functional capacity, and self-reported social and occupational function. Eighty first episode psychosis participants were recruited and completed measures of neurocognition (memory, executive function, and intelligence quotient), metacognition (Beck Cognitive Insight Scale, Metacognitive Awareness Interview), psychopathology (PANSS), and both functional capacity (UPSA) and real-life social and occupational function (The Time Use Survey). Path analyses investigated the relationships between variables through structural equation modeling. A series of path models demonstrated that metacognition partially mediates the relationship between neurocognition and functional capacity, and fully mediates the relationship between functional capacity and social and occupational function. The present study findings identify that metacognition may be critical to translating cognitive and functional skills into real-world contexts, and this relationship is found at early stages of illness. Understanding how individuals translate cognitive and functional skills into the real-world (the competence-performance gap) may offer valuable guidance to intervention programs. This finding is important to models of recovery as it suggests that intervention programs that focus on enhancing metacognition abilities may have a greater impact than traditional rehabilitation programs focusing on cognitive abilities, on social and occupational outcomes. © The Author 2016. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com

  20. Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

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    Vilhelmina Vaičiūnienė

    2014-03-01

    Full Text Available Purpose – this research is aimed to identify the metacognitive online reading strategies employed by MRU students and assess the interrelation between online reading strategies and metacognitive awareness.Design/methodology/approach – the authors present and evaluate the findings obtained by using Online Survey of Reading Strategies (OSORS, the survey, which helped to identify MRU students’ metacognitive online reading strategies in a foreign language learning context. The methods applied in the research were the following ones: literature review and descriptive analysis of the obtained quantitative data. The quantitative research and descriptive analysis of the data received from the survey was applied. The target group of the study conducted at MRU consisted of 89 full-time students having different online reading experience. The sample was composed of students from five Bachelor study programmes studying in the academic year of 2012-2013. The instrument of the research (OSORS was composed of 38 items.Findings – the findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory (i.e. Support strategies use indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students’ attention on the metacognitive reading strategies identified in the OSORS language, teachers could help students improve their online reading ability. Teachers should include strategy awareness as training component in their students’ online learning tasks.Research limitations/implications – the research sample is rather limited (89 participants.Practical implications – seeking to develop students’ online reading capacity, it is valuable for teachers to discover students’ preferences for online reading strategies and identify encountered

  1. Testing the metacognitive model against the benchmark CBT model of social anxiety disorder: Is it time to move beyond cognition?

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    Henrik Nordahl

    Full Text Available The recommended treatment for Social Phobia is individual Cognitive-Behavioural Therapy (CBT. CBT-treatments emphasize social self-beliefs (schemas as the core underlying factor for maladaptive self-processing and social anxiety symptoms. However, the need for such beliefs in models of psychopathology has recently been questioned. Specifically, the metacognitive model of psychological disorders asserts that particular beliefs about thinking (metacognitive beliefs are involved in most disorders, including social anxiety, and are a more important factor underlying pathology. Comparing the relative importance of these disparate underlying belief systems has the potential to advance conceptualization and treatment for SAD. In the cognitive model, unhelpful self-regulatory processes (self-attention and safety behaviours arise from (e.g. correlate with cognitive beliefs (schemas whilst the metacognitive model proposes that such processes arise from metacognitive beliefs. In the present study we therefore set out to evaluate the absolute and relative fit of the cognitive and metacognitive models in a longitudinal data-set, using structural equation modelling. Five-hundred and five (505 participants completed a battery of self-report questionnaires at two time points approximately 8 weeks apart. We found that both models fitted the data, but that the metacognitive model was a better fit to the data than the cognitive model. Further, a specified metacognitive model, emphasising negative metacognitive beliefs about the uncontrollability and danger of thoughts and cognitive confidence improved the model fit further and was significantly better than the cognitive model. It would seem that advances in understanding and treating social anxiety could benefit from moving to a full metacognitive theory that includes negative metacognitive beliefs about the uncontrollability and danger of thoughts, and judgements of cognitive confidence. These findings challenge

  2. Testing the metacognitive model against the benchmark CBT model of social anxiety disorder: Is it time to move beyond cognition?

    Science.gov (United States)

    Nordahl, Henrik; Wells, Adrian

    2017-01-01

    The recommended treatment for Social Phobia is individual Cognitive-Behavioural Therapy (CBT). CBT-treatments emphasize social self-beliefs (schemas) as the core underlying factor for maladaptive self-processing and social anxiety symptoms. However, the need for such beliefs in models of psychopathology has recently been questioned. Specifically, the metacognitive model of psychological disorders asserts that particular beliefs about thinking (metacognitive beliefs) are involved in most disorders, including social anxiety, and are a more important factor underlying pathology. Comparing the relative importance of these disparate underlying belief systems has the potential to advance conceptualization and treatment for SAD. In the cognitive model, unhelpful self-regulatory processes (self-attention and safety behaviours) arise from (e.g. correlate with) cognitive beliefs (schemas) whilst the metacognitive model proposes that such processes arise from metacognitive beliefs. In the present study we therefore set out to evaluate the absolute and relative fit of the cognitive and metacognitive models in a longitudinal data-set, using structural equation modelling. Five-hundred and five (505) participants completed a battery of self-report questionnaires at two time points approximately 8 weeks apart. We found that both models fitted the data, but that the metacognitive model was a better fit to the data than the cognitive model. Further, a specified metacognitive model, emphasising negative metacognitive beliefs about the uncontrollability and danger of thoughts and cognitive confidence improved the model fit further and was significantly better than the cognitive model. It would seem that advances in understanding and treating social anxiety could benefit from moving to a full metacognitive theory that includes negative metacognitive beliefs about the uncontrollability and danger of thoughts, and judgements of cognitive confidence. These findings challenge a core

  3. Metacognition and action: A new pathway to understanding social and cognitive aspects of expertise in sport

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    Tadhg Eoghan Macintyre

    2014-10-01

    Full Text Available For over a century, psychologists have investigated the mental processes of expert performers - people who display exceptional knowledge and/or skills in specific fields of human achievement. Since the 1960s, expertise researchers have made considerable progress in understanding the cognitive and neural mechanisms that underlie such exceptional performance. Whereas the first modern studies of expertise were conducted in relatively formal knowledge domains such as chess, more recent investigations have explored elite performance in dynamic perceptual-motor activities such as sport. Unfortunately, although these studies have led to the identification of certain domain-free generalizations about expert-novice differences, they shed little light on an important issue: namely, experts’ metacognitive activities or their insights into, and regulation of, their own mental processes. In an effort to rectify this oversight, the present paper argues that metacognitive processes and inferences play an important if neglected role in expertise. In particular, we suggest that metacognition (including such processes as ‘meta-attention’, ‘meta-imagery’ and ‘meta-memory’, as well as social aspects of this construct provides a window on the genesis of expert performance. Following a critique of the standard empirical approach to expertise, we explore some research on ‘metacognition’ and ‘metacognitive inference’ among experts in sport. After that, we provide a brief evaluation of the relationship between psychological skills training and metacognition and comment on the measurement of metacognitive processes. Finally, we summarize our conclusions and outline some potentially new directions for research on metacognition in action.

  4. Team Organization Method Using Salary Auction Game for Sustainable Motivation

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    Sangkyun Kim

    2015-10-01

    Full Text Available In performing team-based projects in engineering class, students usually face many problems, such as free-riding, lack of responsibility, boredom, and insufficient initiative. This papers proposes a new method for performing team-based projects in engineering class—specifically, a gamified method for team organization using a salary auction game. On the description of the design and use of a salary auction game in engineering class, a case study conducted using a survey method is reported to validate the practical value of the proposed auction game. The salary auction game proposed in this paper demonstrates that a gamified team organization method in engineering class could be used as an effective tool to enhance motivation and to improve learning outcomes of engineering students.

  5. Metacognitions or distress intolerance: The mediating role in the relationship between emotional dysregulation and problematic internet use.

    Science.gov (United States)

    Akbari, Mehdi

    2017-12-01

    Given the relevance of problematic Internet use (PIU) to everyday life, its relationship to emotional dysregulation and the importance of metacognitions and distress intolerance in process and intermediaries research, this study examined which of metacognitions and distress intolerance acts as an intermediary between emotional dysregulation and PIU. In the current study, 413 undergraduate students from the University of Tehran, Iran (202 females; mean age = 20.13) voluntarily completed a questionnaire package which included the Internet Addiction Test (IAT), Difficulties in Emotion Regulation Scale (DERS), Metacognitions Questionnaire 30 (MCQ-30(, and Distress Tolerance Scale (DTS). The data were then analyzed using structural equation modeling by LISREL software. Significant correlations were found between PIU and emotional dysregulation and both distress intolerance and metacognitions ( P  intolerance. Also, these findings emphasize that distress intolerance has a more significant mediating role than metacognition in the relationship between emotional dysregulation and PIU.

  6. The Effectiveness of Metacognition Strategies Training on Problem-Solving Function in Guidance School Students

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    Ali Reza Jazayeri

    2003-01-01

    Full Text Available Objective: The main purpose of this study is to assign the effect and role of metacognition strategies trainings in problem-solving function. In other word, a comparison among-different educational methods in these skills and assigning the most effective strategy for training metacognition skills. Materials & Methods: For this reason, through a multi-stages clustral sampling, 62 senior guidance school students were selected as sample group in Tehran. Then, all the subjects completed children attribution styles Questionnaire (Peterson & Seligman, 1984 and metacognition knowledge Questionnaire (Flavell, 1985 as pre-test. Results: Also, each subject was exposed to hanging situation individually. Then, the sample group was divided to three experimental groups include: Compound training, reciprocal/raining and attributional training, and a control group. After training, all four groups accomplished questionnaires as post-test. The data gathered from pre-test and post-test were analyzed through nonparametric procedures. Conclusion: We concluded that metacognition strategies training has too effects on problem-solving functions in students.

  7. Metacognition in Speech and Language Therapy for Children with Social (Pragmatic) Communication Disorders: Implications for a Theory of Therapy

    Science.gov (United States)

    Gaile, Jacqueline; Adams, Catherine

    2018-01-01

    Background: Metacognition is a significant component of complex interventions for children who have developmental language disorders. Research into how metacognition operates in the content or process of developmental language therapy delivery is limited. Identification and description of proposed active therapy components, such as metacognition,…

  8. Training visual imagery: Improvements of metacognition, but not imagery strength

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    Rosanne Lynn Rademaker

    2012-07-01

    Full Text Available Visual imagery has been closely linked to brain mechanisms involved in perception. Can visual imagery, like visual perception, improve by means of training? Previous research has demonstrated that people can reliably evaluate the vividness of single episodes of sensory imagination – might the metacognition of imagery also improve over the course of training? We had participants imagine colored Gabor patterns for an hour a day, over the course of five consecutive days, and again two weeks after training. Participants rated the subjective vividness and effort of their mental imagery on each trial. The influence of imagery on subsequent binocular rivalry dominance was taken as our measure of imagery strength. We found no overall effect of training on imagery strength. Training did, however, improve participant’s metacognition of imagery. Trial-by-trial ratings of vividness gained predictive power on subsequent rivalry dominance as a function of training. These data suggest that, while imagery strength might be immune to training in the current context, people’s metacognitive understanding of mental imagery can improve with practice.

  9. Mathematics teachers' metacognitive skills and mathematical language in the teaching-learning of trigonometric functions in township schools / Johanna Sandra Fransman

    OpenAIRE

    Fransman, Johanna Sandra

    2014-01-01

    Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires ...

  10. Metacognitive competence as a goal for medical training

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    Alessandro Antonietti

    2014-07-01

    Full Text Available Professionals who are faced with emergency situations daily during their work can rely on three different ways of thinking. They can base their judgments and decisions on intuition. Alternatively they can apply heuristic strategies, which offer simple procedures to simplify situations and find satisfactory solutions. Finally, they can reflect analytically. The optimal approach would be a flexible use of these three systems, since it enables doctors to activate the system that is more relevant to the given situation and eventually to pass to another system when they realize that the previous one is inadequate. Metacognitive competence is required in order to identify the mental system that is more relevant to a specific case. This competence consists in the ability to self-regulate cognitive processes in order to match the specific needs of the moment. To do so, individuals have to pay attention to their cognitive processes and understand how they can be trusted and what is the best way to handle them. Operatively, metacognitive competence should be developed by leading professionals to identify the mode of thinking – intuitive, heuristic or analytical – that is best suited to make the choices required by the clinical cases that they are facing. Suggestions concerning the way physicians working in emergency department can be trained to enhance their metacognitive skills are reported.

  11. Examining the Role of Manipulatives and Metacognition on Engagement, Learning, and Transfer

    OpenAIRE

    Belenky, Daniel M.; Nokes, Timothy J.

    2009-01-01

    How does the type of learning material impact what is learned? The current research investigates the nature of students’ learning of math concepts when using manipulatives (Uttal, Scudder, & DeLoache, 1997). We examined how the type of manipulative (concrete, abstract, none) and problem-solving prompt (metacognitive or problem-focused) affect student learning, engagement, and knowledge transfer. Students who were given concrete manipulatives with metacognitive prompts showed better transfer o...

  12. Interdisciplinary Team-Teaching Experience for a Computer and Nuclear Energy Course for Electrical and Computer Engineering Students

    Science.gov (United States)

    Kim, Charles; Jackson, Deborah; Keiller, Peter

    2016-01-01

    A new, interdisciplinary, team-taught course has been designed to educate students in Electrical and Computer Engineering (ECE) so that they can respond to global and urgent issues concerning computer control systems in nuclear power plants. This paper discusses our experience and assessment of the interdisciplinary computer and nuclear energy…

  13. Teaching and Learning Second Language Listening: Metacognition in Action. ESL & Applied Linguistics Professional Series

    Science.gov (United States)

    Vandergrift, Larry; Goh, Christine C. M.

    2011-01-01

    This reader-friendly text, firmly grounded in listening theories and supported by recent research findings, offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition. The metacognitive approach, aimed at developing learner listening in a holistic…

  14. Differential lexical correlates of social cognition and metacognition in schizophrenia; a study of spontaneously-generated life narratives.

    Science.gov (United States)

    Buck, Benjamin; Minor, Kyle S; Lysaker, Paul H

    2015-04-01

    Social cognition and metacognition have been identified as important cognitive domains in schizophrenia, which are separable from general neurocognition and predictive of functional and treatment outcomes. However, one challenge to improved models of schizophrenia has been the conceptual overlap between the two. One tool used in previous research to develop cognitive models of psychopathology is language analysis. In this article we aimed to clarify distinctions between social cognition and metacognition in schizophrenia using computerized language software. Fifty-eight (n=58) individuals with schizophrenia completed the Metacognitive Assessment Scale Abbreviated and measures of social cognition using the Hinting, Eyes, BLERT and Picture Arrangement test. A lexical analysis of participants' speech using Language Inquiry and Word Count software was conducted to examine relative frequencies of word types. Lexical characteristics were examined for their relationships to social cognition and metacognition. We found that lexical characteristics indicative of cognitive complexity were significantly related to level of metacognitive capacity while social cognition was related to second-person pronoun use, articles, and prepositions, and pronoun use overall. The relationships between lexical variables and metacognition persisted after controlling for demographics, verbal intelligence, and overall word count, but the same was not true for social cognition. Our findings provided support for the view that metacognition requires more synthetic and complex verbal and linguistic operations, while social cognition is associated with the representation and clear identification of others. Copyright © 2014 Elsevier Inc. All rights reserved.

  15. The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

    Science.gov (United States)

    Çiğdem Özcan, Zeynep

    2016-04-01

    Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

  16. Metacognitive Control and the Spacing Effect

    Science.gov (United States)

    Son, Lisa K.

    2010-01-01

    This study investigates whether the use of a spacing strategy absolutely improves final performance, even when the learner had chosen, metacognitively, to mass. After making judgments of learning, adult and child participants chose to mass or space their study of word pairs. However, 1/3 of their choices were dishonored. That is, they were forced…

  17. Interdisciplinarity and Team Teaching

    Science.gov (United States)

    Goodwin, William M.; LeBold, William K.

    1975-01-01

    Describes eight experimental courses in a series called the Man Series, instituted at Purdue University to improve the social dimensions of engineering education. Each course is team taught by engineering, humanities, and social science faculty members and is interdisciplinary in nature. (MLH)

  18. Metacognition in Real Life Situations and Study Skills and Habits: Two Types of Processes

    Science.gov (United States)

    Al-Hilawani, Yasser A.

    2016-01-01

    The relationship between metacognition in real life situations and study skills and habits was examined using a sample of college students. Results showed no significant relationship between these two variables nor was there a significant relationship between study skills and reaction time as measured on the metacognitive test. However, there was…

  19. The Role of Metacognition and Negative Emotions on Prediction of Abuse Behaviors

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    M.A Mohammadyfar

    2014-11-01

    Full Text Available Objective: The aim of present research was determination of the role of metacognition and negative emotions on prediction of abuse behaviors. Method: In correlational research design which is categorized as descriptive research design, 200 participants selected by available sampling in abandonment clinics in Shahrod city. Out of 200 participants, 128 were addicted and 72 were non addicted persons. Metacognition, anxiety, depression, and stress questionnaires were administered among selected samples. Results: The results of regression analysis showed both variables could be significant predictors in prediction of abuse behaviors. Of metacognition subscales, negative believes about not controlling and risk, and cognitive confidence also of negative emotion subscales depression and anxiety were significant predictors. Conclusion: By consideration of results it could be said by intervention of significant variables the probability of suffering of substance abuse and its relapse could be down.

  20. Metacognitions mediate HIV stigma and depression/anxiety in men who have sex with men living with HIV

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    Esben Strodl

    2015-04-01

    Full Text Available The study examined whether the relationships between HIV stigma and depression and anxiety would be mediated by metacognitive beliefs and thought control strategies in men who have sex with men living with HIV. Men who have sex with men living with HIV completed an online survey that measured 30-item Metacognitions Questionnaire, thought control strategies (Thought Control Questionnaire, as well as symptoms of depression (Patient Health Questionnaire-9 and anxiety (generalized anxiety disorder-7. The relationships between internalised and anticipated HIV stigma with depressive symptoms were mediated by Negative Metacognitive Beliefs and the use of Worry and Social thought control strategies. Negative Metacognitive Beliefs mediated the association between internalised HIV stigma and anxiety symptoms.

  1. The feasibility of meta-cognitive strategy training in acute inpatient stroke rehabilitation: case report.

    Science.gov (United States)

    Skidmore, Elizabeth R; Holm, Margo B; Whyte, Ellen M; Dew, Mary Amanda; Dawson, Deirdre; Becker, James T

    2011-04-01

    Meta-cognitive strategy training may be used to augment inpatient rehabilitation to promote active engagement and subsequent benefit for individuals with cognitive impairments after stroke. We examined the feasibility of administering a form of meta-cognitive strategy training, Cognitive Orientation to daily Occupational Performance (CO-OP), during inpatient rehabilitation. We trained an individual with cognitive impairments after right hemisphere stroke to identify performance problems, set self-selected goals, develop plans to address goals, and evaluate performance improvements. To assess feasibility, we examined the number of meta-cognitive training sessions attended, the number of self-selected goals, and changes in goal-related performance. We also examined changes in rehabilitation engagement and disability. The participant used the meta-cognitive strategy to set eight goals addressing physically oriented, instrumental, and work-related activities. Mean improvement in Canadian Occupational Performance Measure Performance Scale scores was 6.1. Pittsburgh Rehabilitation Participation Scale scores (measuring rehabilitation engagement) improved from 3.2 at admission to 4.9 at discharge. Functional Independence Measure scores (measuring disability) improved from 68 at admission, to 97 at discharge. Performance Assessment of Self-Care Skills scores improved from 1.1 at admission to 2.9 at discharge. The results indicate that meta-cognitive strategy training was feasible during inpatient rehabilitation and warrants further evaluation to determine its effectiveness.

  2. Metacognitive Therapy for Social Anxiety Disorder: An A–B Replication Series Across Social Anxiety Subtypes

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    Henrik Nordahl

    2018-04-01

    Full Text Available Cognitive behavioural therapy (CBT is the treatment of choice for Social anxiety disorder (SAD. However, factors additional to those emphasised in CBT are the primary cause of psychological disorder according to the metacognitive model. Metacognitive Therapy (MCT aims to target a perseverative thinking style named the cognitive attentional syndrome and its underlying metacognitive beliefs (beliefs about cognition. The present study aimed to explore the effects of generic MCT for SAD. Treatment related effects were evaluated using direct replication single case (A–B methodology across three patients with different subtypes of SAD; performance type, generalised and generalised plus avoidant personality disorder, representing increasing SAD severity/complexity. All patients responded during treatment and achieved substantial symptom reductions which were largely maintained at 6 months’ follow-up. Metacognitive therapy appears to be a suitable treatment and was associated with positive outcomes for patients with different presentations of SAD.

  3. Improving Efl Students' Reading Comprehension And Students' Perception On Metacognitive Reading Strategies

    OpenAIRE

    Linda, Kristina; Regina; Sutapa,, Y. Gatot

    2015-01-01

    The aims of this study were improving EFL students' reading comprehension by using Metacognitive Reading Strategies and finding out the students' perceptions on Metacognitive Reading Strategies. The method of the research was a classroom action research. The research subjects were 29 students majoring in Accounting Program class 3 of Year-10. This research was conducted in three cycles to maximize the students' improvement in comprehending the text. The findings of data collecting revealed th...

  4. Metacognition Process of Students with High Mathematics Anxiety in Mathematics Problem-Solving

    OpenAIRE

    Patrisius Afrisno Udil; Tri Atmojo Kusmayadi; Riyadi Riyadi

    2017-01-01

    This study aims to find out students’ metacognition process while solving the mathematics problem. It focuses on analyzing the metacognition process of students with high mathematics anxiety based on Polya’s problem solving phases. This study uses qualitative research with case study strategy. The subjects consist of 8 students of 7th grade selected through purposive sampling. Data in the form of Mathematics Anxiety Scale (MAS) result and recorded interview while solving mathematics problems ...

  5. A Measurement Framework for Team Level Assessment of Innovation Capability in Early Requirements Engineering

    Science.gov (United States)

    Regnell, Björn; Höst, Martin; Nilsson, Fredrik; Bengtsson, Henrik

    When developing software-intensive products for a market-place it is important for a development organisation to create innovative features for coming releases in order to achieve advantage over competitors. This paper focuses on assessment of innovation capability at team level in relation to the requirements engineering that is taking place before the actual product development projects are decided, when new business models, technology opportunities and intellectual property rights are created and investigated through e.g. prototyping and concept development. The result is a measurement framework focusing on four areas: innovation elicitation, selection, impact and ways-of-working. For each area, candidate measurements were derived from interviews to be used as inspiration in the development of a tailored measurement program. The framework is based on interviews with participants of a software team with specific innovation responsibilities and validated through cross-case analysis and feedback from practitioners.

  6. A WEB-BASED SURVEY OF MOTHER-INFANT BOND, ATTACHMENT EXPERIENCES, AND METACOGNITION IN POSTTRAUMATIC STRESS FOLLOWING CHILDBIRTH.

    Science.gov (United States)

    Williams, Charlotte; Patricia Taylor, Emily; Schwannauer, Matthias

    2016-05-01

    Postnatal depression is linked to adverse outcomes for parent and child, with metacognition and parenting experiences key variables in the development and maintenance of depression. The attachment between mother and infant is especially vulnerable to the effects of untreated postnatal depression. Despite high levels of reported postnatal stress symptoms, less attention has been given the relationship between attachment, metacognition, and postnatal traumatic symptoms in the context of birth trauma. This study tested several hypotheses regarding the relationships between recalled parenting experiences, metacognition, postnatal symptoms of posttraumatic stress disorder and depression and perceptions of the mother-infant bond, confirming and extending upon metacognitive and mentalization theories. A Web-based, cross-sectional, self-report questionnaire design was employed in an analog sample of new mothers. Participants were 502 women recruited via open-access Web sites associated with birth organizations. Structural equation modeling was employed for the principal analysis. Metacognition fully mediated the relationship between recalled parenting experiences and postnatal psychological outcomes. Posttraumatic stress was indirectly associated with maternal perceptions of the bond, with this relationship mediated by depression. Metacognition may have a key role in postnatal psychological distress. Where postnatal depression or traumatic birth experiences are identified, screening for posttraumatic stress is strongly indicated. © 2016 Michigan Association for Infant Mental Health.

  7. Absence without leave or leave without absence: Examining the interrelations among mind wandering, metacognition and cognitive control.

    Science.gov (United States)

    Drescher, Leonhard Hakon; Van den Bussche, Eva; Desender, Kobe

    2018-01-01

    Despite the abundance of recent publications about mind wandering (i.e., off-task thought), its interconnection with metacognition and cognitive control has not yet been examined. In the current study, we hypothesized that these three constructs would show clear interrelations. Metacognitive capacity was predicted to correlate positively with cognitive control ability, which in turn was predicted to be positively related to resistance to mind wandering during sustained attention. Moreover, it was expected that participants with good metacognitive capacity would be better at the subjective recognition of behaviorally present mind wandering. Three tasks were used: The Sustained Attention to Response Task (SART) to measure mind wandering, a perceptual decision task with confidence ratings to measure metacognitive efficiency, and a conflict task to measure cognitive control. Structural Equation Modelling was used to test the interrelations among the three constructs. As expected, metacognitive efficiency was positively related to cognitive control ability. Surprisingly, there was a negative relation between metacognitive efficiency and the degree to which subjective mind wandering reports tracked the behavioral index of mind wandering. No relation was found between cognitive control and behavioral mind wandering. The results of the current work are the first to shed light on the interrelations among these three constructs.

  8. Absence without leave or leave without absence: Examining the interrelations among mind wandering, metacognition and cognitive control.

    Directory of Open Access Journals (Sweden)

    Leonhard Hakon Drescher

    Full Text Available Despite the abundance of recent publications about mind wandering (i.e., off-task thought, its interconnection with metacognition and cognitive control has not yet been examined. In the current study, we hypothesized that these three constructs would show clear interrelations. Metacognitive capacity was predicted to correlate positively with cognitive control ability, which in turn was predicted to be positively related to resistance to mind wandering during sustained attention. Moreover, it was expected that participants with good metacognitive capacity would be better at the subjective recognition of behaviorally present mind wandering. Three tasks were used: The Sustained Attention to Response Task (SART to measure mind wandering, a perceptual decision task with confidence ratings to measure metacognitive efficiency, and a conflict task to measure cognitive control. Structural Equation Modelling was used to test the interrelations among the three constructs. As expected, metacognitive efficiency was positively related to cognitive control ability. Surprisingly, there was a negative relation between metacognitive efficiency and the degree to which subjective mind wandering reports tracked the behavioral index of mind wandering. No relation was found between cognitive control and behavioral mind wandering. The results of the current work are the first to shed light on the interrelations among these three constructs.

  9. The Effect of Turkish Students' Motivational Beliefs on Their Metacognitive Self-Regulation in Physics

    Science.gov (United States)

    Gurcay, Deniz; Balta, Ebru

    2013-01-01

    It is emphasized in several studies that both domain specific factors and cultural values and beliefs could have an effect on students' metacognitive self-regulation and motivational beliefs. The aim of this study was to investigate the effect of motivational beliefs on Turkish students' metacognitive self-regulation in physics courses. Therefore,…

  10. Effectiveness of Meta-Cognitive Skills Training on Self-Handicapping and Self-Efficacy of Students

    Directory of Open Access Journals (Sweden)

    Shahrbanou Javidan

    2018-03-01

    Discussion: Findings of the present study suggest that meta-cognitive skills training- as an effective training program- could be used for decreasing students’ self-handicapping. But with regards to the effectiveness of meta-cognitive skills training on self-efficacy, it is revealed that more variables are involved, and it needs further investigation.

  11. Metacognitive mechanisms underlying lucid dreaming.

    Science.gov (United States)

    Filevich, Elisa; Dresler, Martin; Brick, Timothy R; Kühn, Simone

    2015-01-21

    Lucid dreaming is a state of awareness that one is dreaming, without leaving the sleep state. Dream reports show that self-reflection and volitional control are more pronounced in lucid compared with nonlucid dreams. Mostly on these grounds, lucid dreaming has been associated with metacognition. However, the link to lucid dreaming at the neural level has not yet been explored. We sought for relationships between the neural correlates of lucid dreaming and thought monitoring. Human participants completed a questionnaire assessing lucid dreaming ability, and underwent structural and functional MRI. We split participants based on their reported dream lucidity. Participants in the high-lucidity group showed greater gray matter volume in the frontopolar cortex (BA9/10) compared with those in the low-lucidity group. Further, differences in brain structure were mirrored by differences in brain function. The BA9/10 regions identified through structural analyses showed increases in blood oxygen level-dependent signal during thought monitoring in both groups, and more strongly in the high-lucidity group. Our results reveal shared neural systems between lucid dreaming and metacognitive function, in particular in the domain of thought monitoring. This finding contributes to our understanding of the mechanisms enabling higher-order consciousness in dreams. Copyright © 2015 the authors 0270-6474/15/351082-07$15.00/0.

  12. Metacognitive Scaffolding in an Innovative Learning Arrangement

    Science.gov (United States)

    Molenaar, Inge; van Boxtel, Carla A. M.; Sleegers, Peter J. C.

    2011-01-01

    This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning process and took a structuring or problematizing form. In an experimental design the two…

  13. Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols

    NARCIS (Netherlands)

    Schellings, G.L.M.; van Hout-Wolters, B.H.A.M.; Veenman, M.V.J.; Meijer, J.

    2013-01-01

    Teaching and assessing metacognitive activities are important educational objectives, and teachers are calling for efficient instruments. The advantages of questionnaires in measuring metacognitive activities are obvious, but serious validity issues appear. For example, correlations of questionnaire

  14. Accurate metacognition for visual sensory memory representations.

    Science.gov (United States)

    Vandenbroucke, Annelinde R E; Sligte, Ilja G; Barrett, Adam B; Seth, Anil K; Fahrenfort, Johannes J; Lamme, Victor A F

    2014-04-01

    The capacity to attend to multiple objects in the visual field is limited. However, introspectively, people feel that they see the whole visual world at once. Some scholars suggest that this introspective feeling is based on short-lived sensory memory representations, whereas others argue that the feeling of seeing more than can be attended to is illusory. Here, we investigated this phenomenon by combining objective memory performance with subjective confidence ratings during a change-detection task. This allowed us to compute a measure of metacognition--the degree of knowledge that subjects have about the correctness of their decisions--for different stages of memory. We show that subjects store more objects in sensory memory than they can attend to but, at the same time, have similar metacognition for sensory memory and working memory representations. This suggests that these subjective impressions are not an illusion but accurate reflections of the richness of visual perception.

  15. Metacognitive awareness of TOEFL reading comprehension strategies

    Directory of Open Access Journals (Sweden)

    Sungatullina Dilyana D.

    2016-01-01

    Full Text Available The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students’ metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy.

  16. The madness of crowds phenomenon in the collective decision-making by the cells, the cell's metacognition and cancer

    Science.gov (United States)

    Saakian, David B.

    2018-02-01

    Recently it has been found that the collective decision-making in the group is efficient only when the confidences (a version of metacognition) of the members are similar, and it has been assumed that the metacognition (self-reference) in general is crucial for the human cooperation. Our goal is to map the decision making by the cells to decision making by humans, looking the analog of metacognition in the cells, accurately calculate the collective sensing of chemical gradients by the cells, and apply our results to cancer. We formulated the model for the chemeosensing by the cells with different diameters, solved it accurately and found that the collective chemosensing is very similar to the collective decision making by humans. We found that the collective sensing of the ligand concentration can be worse than for the most sensitive cell. We introduced the metacognition of the cells, and verify that the metacognition is impaired for the cancer case. We assume as a hypothesis that the impaired cell metacognition in case of cancer does not allow normal multi-cellularity, and cancer can arise when the "two heads are better than one" principle fails, and there is a "madness of crowds" phenomenon instead.

  17. Metacognition as Scaffolding for the Development of Listening Comprehension in a Social MALL App

    Directory of Open Access Journals (Sweden)

    Elena Barcena

    2015-09-01

    Full Text Available This article focuses on the role that metacognition can effectively play in the development of second language listening comprehension, and specifically, how a mobile app can be specified for this end. A social mobile assisted listening app, ANT (Audio News Trainer, is presented as a prototype for exploring the way in which students can be helped to use metacognition to improve relevant linguistic communicative competences. A study has been undertaken with students using ANT to explore the intricate nature of the listening comprehension development process and the main metacognitive strategies that can be successfully applied. Special attention is paid to the implicitly and explicitly applied metacognitive strategies within the app, and related social network, where follow-on activities were undertaken, the strategies in question being: focus (a conscious effort on the gradual development of individual skills, engagement (interest is enhanced when a learning activity is enjoyable/successful, interaction (since collective activities seem to enhance emotional and social involvement, reflection (upon what works and does not work for each individual, self-regulation (through data about the students’ own progress and achievements, and attitude (here a further distinction is made between satisfaction, self-confidence and encouragement. The stages of engagement of a student with the app are explored in relation to the metacognitive strategy used and how they can contribute to the overall success of the learning experience. A final reflection is made about how metacognitive strategies offer an effective way to compensate for the lack of teacher presence, support and guidance on a medium/long term basis. However, although the study of the initial use of this social listening training app shows the potential for incorporating ‘knowing about knowing’ into mobile technology, it is suggested that future research is required to provide further finer

  18. The Influnce of Metacognition on Managerial Hiring Decision Making: Implications for Management Development

    OpenAIRE

    Kumar, Angela Ewell

    1998-01-01

    THE INFLUENCE OF METACOGNITION ON MANAGERIAL HIRING DECISION MAKING: IMPLICATIONS FOR MANAGEMENT DEVELOPMENT by Angela Ewell Kumar (ABSTRACT) Cognitive processing has a primary role in decision making. In addition, metacognition, the regulation and knowledge of cognition, affects decision making in a consistent and predictable way. Novices explain situations in a simple way. Novices are more likely to make inappropriate decisions. Research suggests that train...

  19. Incorporation of peer learning in first MBBS curriculum to enhance metacognition skills

    OpenAIRE

    Manas Kanti Ray; Suranjana Ray

    2012-01-01

    Peer learning can be incorporated in the first MBBS curriculum along with didactic lectures and tutorials. Peer learning is when a student learns from another student who has been trained to explain the topic and discuss it. Peer learning improves domain-specific inquiry skills, supports self-directed learning, and improves metacognition skills. Metacognition is the ability to plan, reason, judge and regulate ways to approach learning a skill or concept. In the midst of curriculum reforms tha...

  20. Training to Enhance Design Team Performance: A Cure for Tunnel Vision

    Science.gov (United States)

    Parker, James W.; Parker, Nelson C. (Technical Monitor)

    2001-01-01

    Design Team performance is a function of the quality and degree of academic training and the cumulative, learned experience of the individual members of the team. Teamwork, leadership, and communications certainly are factors that affect the measure of the performance of the team, but they are not addressed here. This paper focuses on accelerating the learned experience of team members and describes an organizational approach that can significantly increase the effective experience level for any engineering design team. The performance measure of the whole team can be increased by increasing the engineering disciplines' cross awareness of each other and by familiarizing them with their affect at the system level. Discipline engineers know their own discipline well, but typically are not intimately familiar with their technical interaction with and dependencies on all the other disciplines of engineering. These dependencies are design integration functions and are worked out well by the discipline engineers as long as they are involved in the design of types of systems that they have experience with.

  1. A metacognitive perspective on the cognitive deficits experienced in intellectually threatening environments.

    Science.gov (United States)

    Schmader, Toni; Forbes, Chad E; Zhang, Shen; Mendes, Wendy Berry

    2009-05-01

    Three studies tested the hypothesis that negative metacognitive interpretations of anxious arousal under stereotype threat create cognitive deficits in intellectually threatening environments. Study 1 showed that among minority and White undergraduates, anxiety about an intelligence test predicted lower working memory when participants were primed with doubt as compared to confidence. Study 2 replicated this pattern with women and showed it to be unique to intellectually threatening environments. Study 3 used emotional reappraisal as an individual difference measure of the tendency to metacognitively reinterpret negative emotions and found that when sympathetic activation was high (indexed by salivary alpha-amylase), women who tended to reappraise negative feelings performed better in math and felt less self-doubt than those low in reappraisal. Overall, findings highlight how metacognitive interpretations of affect can undermine cognitive efficiency under stereotype threat and offer implications for the situational and individual difference variables that buffer people from these effects.

  2. The relative contribution of metacognitions and attentional control to the severity of gambling in problem gamblers

    Directory of Open Access Journals (Sweden)

    Marcantonio M. Spada

    2015-06-01

    Full Text Available The present study explored the relationship between metacognitions, attentional control, and the severity of gambling in problem gamblers. One hundred and twenty six problem gamblers completed the Depression Anxiety Stress Scales 21, the Meta-Cognitions Questionnaire 30, the Attentional Control Scale, and the Problem Gambling Severity Index. Results revealed that negative affect, four out of five metacognitions factors (positive beliefs about worry, negative beliefs about thoughts concerning danger and uncontrollability, cognitive confidence and beliefs about the need to control thoughts, and all attentional control factors (focusing, shifting and flexible control of thought were correlated, in the predicted directions, with the severity of gambling. The same metacognitions were also found to be correlated, in the predicted directions, with attention focusing, however only negative beliefs about thoughts concerning danger and uncontrollability and cognitive confidence were found to be correlated with attention shifting and flexible control of thought. A hierarchical regression analysis showed that beliefs about the need to control thoughts were the only predictor of the severity of gambling controlling for negative affect. Overall these findings support the hypotheses and are consistent with the metacognitive model of psychological dysfunction. The implications of these findings are discussed.

  3. Metacognitive reflective and insight therapy for people in early phase of a schizophrenia spectrum disorder.

    Science.gov (United States)

    Hillis, Jaclyn D; Leonhardt, Bethany L; Vohs, Jenifer L; Buck, Kelly D; Salvatore, Giampaolo; Popolo, Raffaele; Dimaggio, Giancarlo; Lysaker, Paul H

    2015-02-01

    Schizophrenia often involves a loss of metacognitive capacity, the ability to form complex and integrated representations of self and others. Independent of symptoms and neurocognition, deficits in synthetic metacognition are related to difficulties of engaging in goal-directed activities in social and vocational settings. Within this backdrop, we provide a case report of the effects of Metacognitive Reflective Insight Therapy (MERIT) that assisted a patient suffering from first episode schizophrenia during 2 years of individual psychotherapy. A total of 8 elements of MERIT that stimulate and promote metacognitive capacity are presented. As illustrated in this report, these procedures helped the patient move from a state in which he had virtually no complex ideas about himself or others to one in which he had developed integrated and realistic ideas about his own identity and the identity of others. He then could use these representations to understand and effectively respond to life challenges. © 2014 Wiley Periodicals, Inc.

  4. The relation between cognitive and metacognitive strategic processing during a science simulation.

    Science.gov (United States)

    Dinsmore, Daniel L; Zoellner, Brian P

    2018-03-01

    This investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion. This study addressed current issues in strategy research by examining not only how metacognitive, surface-level, and deep-level strategies influence performance, but also how these strategies related to each other during a contextually relevant science simulation. The sample for this study consisted of 70 undergraduates from a mid-sized Southeastern university in the United States. These participants were recruited from both physical and life science (e.g., biology) and education majors to obtain a sample with variance in terms of their prior knowledge, interest, and strategy use. Participants completed measures of prior knowledge and interest about global climate change. Then, they were asked to engage in an online climate simulator for up to 30 min while thinking aloud. Finally, participants were asked to answer three outcome questions about global climate change. Results indicated a poor fit for the statistical model of the frequency and level of processing predicting performance. However, a statistical model that independently examined the influence of metacognitive monitoring and control of cognitive strategies showed a very strong relation between the metacognitive and cognitive strategies. Finally, smallest space analysis results provided evidence that strategy use may be better captured in a multidimensional fashion, particularly with attention paid towards the combination of strategies employed. Conclusions drawn from the evidence point to the need for more dynamic, multidimensional models of strategic processing that account for the patterns of optimal and non

  5. On the Effect of Negotiated Metacognitive Assessments on Improving Listening Comprehension: A Case of Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Masoud Yazdani Moghadam

    2015-05-01

    Full Text Available This paper reports a study investigating the role of negotiated assessment of metacognitive listening strategies in enhancing listening comprehension. To this aim, 60 Iranian EFL learners at intermediate level of language proficiency were assigned to an experimental (n = 30 and control group (n = 30. An attempt was made by the teacher in experimental group to raise students’ awareness of metacognitive strategies both prior to and after the doing listening comprehension tasks in a time bracket of eight weeks. Nonetheless, the control group followed conventional product-oriented approach to listening instruction; that is, no attempt was made to engage them in metacognitive instruction. Listening comprehension of both groups was assessed by listening section of IELTS at the onset and end of the study. Results of the study revealed that negotiated metacognitive assessment managed to significantly increase gains in listening comprehension. Furthermore, the experimental group significantly outperformed the control group. The results gave more credence to the positive role of process-based approach to teaching listening comprehension. The results are discussed in the light of metacognition and some pedagogical implications are included.

  6. Multi-domain, multi-method measures of metacognitive activity: what is all the fuss about metacognition… indeed?

    NARCIS (Netherlands)

    Meijer, J.; Veenman, M.V.J.; van Hout-Wolters, B.

    2012-01-01

    Studies about metacognition, intelligence and learning have rendered equivocal results. The mixed model assumes joint as well as independent influences of intelligence and metacognition on learning results. In this study, intelligence was measured by standard tests for reasoning, spatial ability and

  7. Promotion of Problem Solving Skills by Using Metacognitive-based Instruction in Students of Kermanshah University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    yahya safari

    2017-06-01

    Full Text Available Background and objective: Studies have indicated that metacognitive strategies control and direct cognitive strategies. Thus, application of metacognitive and cognitive strategies together is essential for successful learning to happen. The present study was conducted to examine the effect of metacognitive-oriented instruction on development of problem solving skills in students of Kermanshah University of Medical Sciences. Materials and Methods: This study was a quasi-experimental research with pretest/posttest and control group design. The study sample included the students of Kermanshah University of Medical Sciences (n=4283 in the academic year of 2013-2014. A total number of 40 students were selected through convenient sampling method as the study sample. The samples were randomly placed in experimental and control groups. For the experimental group, problem solving skills were taught based on metacognitive strategies in 8 sessions, each session for 1 and half hours. For the control group, however, problem solving skills were taught through conventional teaching method. The instrument for data collection was Heppner’s problem solving inventory (1988 whose validity and reliability were confirmed previously. Data were analyzed by descriptive statistics, mean and standard deviation, and the hypotheses were tested through t-test. Results: The results of the posttest showed that the total mean of scores for problem solving skills in the experimental group (99.75 was higher than that of the control group (26.800 (p<0.0001. This difference was significant in the case of confidence, approach/avoidance and personal control components (p<0.0001. Moreover, the mean of students’ scores was not significant in terms of gender and major. Conclusion: Given the positive effect of metacognitive strategies on the students’ performance and the necessity of teaching metacognition for the sake of academic achievement, these strategies are recommended to be

  8. Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

    Science.gov (United States)

    Thomas, Gregory P.

    2013-05-01

    Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a 'surface' approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning.

  9. THE ROLE OF METACOGNITION IN MULTIPLE SCLEROSIS: A CLINICAL STUDY AND ASSESSMENT OF POSSIBLE CORRELATION WITH ANXIETY, DEPRESSION AND COPING STRATEGIES.

    Directory of Open Access Journals (Sweden)

    Maria C. Quattropani

    2018-04-01

    Full Text Available The current study aimed to explore the relationships between metacognition and anxiety, depression, and coping strategies in MS patients, compared to healthy subjects. The study was conducted on a group of 50 MS patients and a control group of 50 healthy volunteers matched for gender, age, level of education and social status. Metacognitions were assessed with the Metacognitions Questionnaire-30, while anxiety and depression were assessed with the Hospital Anxiety and Depression Scale, and coping strategies were assessed with the Brief COPE. Results did not show significant differences between metacognitive factors for MS patients and healthy subjects. However, we found specific, contrasting correlations between the MS group and the control group. The results of this study could have some implications for clinical practice. Given the relationship between metacognitions and negative emotions, “psychological intervention”, based on the metacognitive approach, could have positive effects on MS patients.

  10. The Effect of Using Metacognitive Strategies for Solving Geometry Problems on Students' Achievement and Attitude

    Science.gov (United States)

    Mandaci Sahin, Seher; Kendir, Fatma

    2013-01-01

    The purpose of this study is to identify the effect of using metacognitive strategies for problem solving in "geometry" on fifth grade students' achievement, metacognitive skills and attitude. Experimental method was used with a pretest/posttest control group design. Firstly, both groups were subject to a pretest that was comprised of…

  11. Metacognitive mechanisms underlying lucid dreaming

    OpenAIRE

    Filevich, E.; Dresler, M.; Brick, T.R.; Kuhn, S.

    2015-01-01

    Lucid dreaming is a state of awareness that one is dreaming, without leaving the sleep state. Dream reports show that self-reflection and volitional control are more pronounced in lucid compared with nonlucid dreams. Mostly on these grounds, lucid dreaming has been associated with metacognition. However, the link to lucid dreaming at the neural level has not yet been explored. We sought for relationships between the neural correlates of lucid dreaming and thought monitoring. Human participant...

  12. Cross-Country Generalizability of the Role of Metacognitive Knowledge in Students' Strategy Use and Reading Competence

    Science.gov (United States)

    Artelt, Cordula; Schneider, Wolfgang

    2015-01-01

    Background/Context: Because metacognitive knowledge includes knowledge about adequate learning strategies, and because an effective use of learning strategies is associated with higher levels of performance, substantial relationships can be assumed between metacognitive knowledge, strategic behavior, and performance. However, such a pattern of…

  13. An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.

    Science.gov (United States)

    Persky, Adam M; Henry, Teague; Campbell, Ashley

    2015-03-25

    To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

  14. Everyday Multitasking Abilities in Older HIV+ Adults: Neurobehavioral Correlates and the Mediating Role of Metacognition.

    Science.gov (United States)

    Fazeli, P L; Casaletto, K B; Woods, S P; Umlauf, A; Scott, J C; Moore, D J

    2017-12-01

    The prevalence of older adults living with HIV is rising, as is their risk for everyday functioning problems associated with neurocognitive dysfunction. Multitasking, the ability to maintain and carry out subgoals in support of a larger goal, is a multidimensional skill ubiquitous during most real-life tasks and associated with prefrontal networks that are vulnerable in HIV. Understanding factors associated with multitasking will improve characterization of HIV-associated neurocognitive disorders. Metacognition is also associated with frontal systems, is impaired among individuals with HIV, and may contribute to multitasking. Ninety-nine older (≥50 years) adults with HIV completed: the Everyday Multitasking Test (MT), a performance-based measure during which participants concurrently attempt four everyday tasks (e.g., medication management) within a time limit; a comprehensive neuropsychological battery; measures of metacognition regarding their MT performance (e.g., metacognitive knowledge and online awareness). Better global neuropsychological performance (i.e., average T-score across all domains) was associated with better Everyday MT total scores (rho = 0.34; p multitasking, and metacognition of task performance was a pathway through which successful multitasking occurred. Interventions aimed at modifying metacognition to improve daily functioning may be warranted among older adults with HIV. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  15. Description of Student’s Metacognitive Ability in Understanding and Solving Mathematics Problem

    Science.gov (United States)

    Ahmad, Herlina; Febryanti, Fatimah; Febryanti, Fatimah; Muthmainnah

    2018-01-01

    This research was conducted qualitative which was aim to describe metacognitive ability to understand and solve the problems of mathematics. The subject of the research was the first year students at computer and networking department of SMK Mega Link Majene. The sample was taken by purposive sampling technique. The data obtained used the research instrument based on the form of students achievements were collected by using test of student’s achievement and interview guidance. The technique of collecting data researcher had observation to ascertain the model that used by teacher was teaching model of developing metacognitive. The technique of data analysis in this research was reduction data, presentation and conclusion. Based on the whole findings in this study it was shown that student’s metacognitive ability generally not develops optimally. It was because of limited scope of the materials, and cognitive teaching strategy handled by verbal presentation and trained continuously in facing cognitive tasks, such as understanding and solving problem.

  16. The Use of Metacognitive Reading Strategies among Students at International Burch University: A Case Study

    Science.gov (United States)

    Becirovic, Senad; Brdarevic-Celjo, Amna; Sinanovic, Jasmina

    2017-01-01

    Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading…

  17. Effects of a Metacognitive Social Skill Intervention in a Rural Setting with At-Risk Adolescents

    Science.gov (United States)

    Whetstone, Patti J.; Gillmor, Susan C.; Schuster, Jonathan G.

    2015-01-01

    Ten at-risk students in a rural high school completed a social skills program based on metacognitive strategies and aligned with social and emotional learning principles. The intervention's primary goal was to stimulate the development of metacognitive strategies for internal locus of control in the students, rather than attempting to change their…

  18. Metacognition moderates the relationship of disturbances in attachment with severity of borderline personality disorder among persons in treatment of substance use disorders.

    Science.gov (United States)

    Outcalt, Jared; Dimaggio, Giancarlo; Popolo, Raffaele; Buck, Kelly; Chaudoin-Patzoldt, Kelly A; Kukla, Marina; Olesek, Kyle L; Lysaker, Paul H

    2016-01-01

    Borderline personality disorder traits have been observed to be linked with both insecure attachment styles as well as deficits in mentalizing and metacognition. Less is known, however, about how attachment style does or does not interact with deficits in mentalizing and metacognition to create, sustain, or influence levels of borderline personality disorder traits. In this study, we examined the hypothesis that metacognitive mastery, which is the ability to use knowledge about mental states of self and others to cope with distress and solve social problems, moderates the relationship of anxious attachment style with the severity of borderline personality disorder traits. Concurrent assessments were gathered of metacognitive mastery using the Metacognitive Assessment Scale Abbreviated, anxious attachment style using the Experiences of in Close Relationships Scale, and borderline personality disorder traits using the Structured Clinical Interview for DSM-IV Axis II Disorders. Participants were 59 adults in an early phase of recovery from substance use disorders in a residential setting. Multiple regression revealed that metacognitive mastery moderated the relationship of anxious attachment style with the number of borderline personality disorder traits. A median split of the anxious attachment and metacognitive mastery scores was performed yielding 4 groups. An analysis of covariance revealed that participants with higher levels of anxious attachment and poorer metacognitive mastery had more borderline personality disorder traits did than the other groups after controlling for levels of psychopathology. Insecure attachment may be associated with higher number of borderline personality disorder traits in the presence of deficits in metacognitive mastery. Patients with substance use and borderline personality disorder traits may benefit from treatment which addresses metacognitive mastery. Published by Elsevier Inc.

  19. Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics.

    Science.gov (United States)

    Artzt, Alice F.; Armour-Thomas, Eleanor

    1998-01-01

    Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of…

  20. Evaluation of relationship between metacognition components and dysfunctional attitudes in outpatients with bipolar mood disorder II

    Directory of Open Access Journals (Sweden)

    H Kazemi

    2012-05-01

    Full Text Available Introduction: The aim of this study was to evaluate the relationship between metacognitive components and dysfunctional attitudes in outpatients with bipolar mood disorder II. Methods: Thirty-six young adult outpatients with current diagnoses of BMD II(20 females and 16 males were recruited from Esfahan Counseling Center. Diagnoses were based on the Structured Clinical Interview for DSM-IV Axis I Disorder-Clinical Version(SCID-CV. A battery of questionnaires including Metacognition Questionnaire and Dysfunctional Attitude Scale(DAS were self-assessed by patients before medical therapy. Results: Pearson's correlation analysis showed that the components of metacognition and its relationship with dysfunctional attitudes is positive and significant(r= 28/0, p<0/05. Multiple regression analysis showed that two of the metacognitive components emerged as potentially useful in prediction of dysfunctional attitudes(negative beliefs about uncontrollability, danger and thoughts control. Also, results indicated that those two components have a significant positive relationship with vulnerability, perfectionism and effectivenessR²= 0/29, 0/35; p<0/05. Components of positive beliefs about worry and beliefs about cognitive self-consciousness related to cognitive confidence in predicting the criterion variable and its components showed no significant contribution. Conclusion: Study findings suggest that DSM-IV BMD II outpatients with metacognitive distortions have shown higher levels of dysfunctional attitudes.

  1. Effects of interdependencies in project teams

    NARCIS (Netherlands)

    Van der Vegt, G.S.; Emans, B.J.M.; Van de Vliert, E.

    The associations between task interdependence, outcome interdependence, and the effectiveness of team members were examined. The sample consisted of 181 employees at 10 engineering companies in The Netherlands. The participants evaluated their interdependence with 1 specific team member and rated

  2. Observing Engineering Student Teams from the Organization Behavior Perspective Using Linguistic Analysis of Student Reflections and Focus Group Interviews

    Science.gov (United States)

    Kearney, Kerri S.; Damron, Rebecca; Sohoni, Sohum

    2015-01-01

    This paper investigates group/team development in computer engineering courses at a University in the Central USA from the perspective of organization behavior theory, specifically Tuckman's model of the stages of group development. The investigation, conducted through linguistic analysis of student reflection essays, and through focus group…

  3. EDUCATION PROCESS VISUALIZATION IN METACOGNITION DEVELOPMENT AND SUSTAINABILITY

    Directory of Open Access Journals (Sweden)

    Elena Aleksandrovna Makarova

    2017-12-01

    Full Text Available The article reflects on the role of visualization in education. Modern society is characterized by rapid growth of information that people have to process in order to maintain progress and sustainability in science and development of education. The amount of information is growing so quickly that a person is no longer able to perceive actual data about the outside world and process it using traditional methods. The basis of the “image of the world” contains not only concepts, but the semantic images created with the help of visual thinking. In our study we assume that students are quite limited in their knowledge about cognitive phenomena or in their meta-cognition and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises. But we also assume that every student is potentially capable of meta-cognition, which is thinking of how better to perform cognitive actions and to be aware of how to learn. Developing meta-cognitive awareness is important because it helps learners become more efficacious and more autonomous. For many of them it can be identified as the most effective way of acquiring knowledge. Visualizing the very process of learning can help see how well it is going. Schema theory offers different ways of using schemas, especially in education. So far, there have been researches on schema as a tool for particular skills such as better comprehension, memorizing and retrieval of the knowledge received. It means students can use schemas to better understand the process of learning and skills acquired.

  4. Development of Metacognitive and Discursive Activities in Indonesian Maths Teaching

    Directory of Open Access Journals (Sweden)

    Christa Kaune

    2011-01-01

    Full Text Available We report on a German-Indonesian design research project, which aims to significantly increase the mathematical skills of secondary school students. Since results of international comparative studies have shown that there exists a relationship between metacognition and learning success, a learning environment for the beginning with secondary school mathematics in class seven has been developed, in order to significantly enhance metacognitive and discursive activities of students and teachers. The effectiveness of the approach has been tested in a secondary school several times. In this paper the theoretical background for the design of the learning environment is described, some sample exercises are presented and student productions from the project lessons analysed.

  5. Metacognitive Ability Relationship with Test Result of Senior High School of Biology Teacher Competence in Sijunjung District

    Science.gov (United States)

    Ardi, A.; Fadilah, M.; Ichsani, W.

    2018-04-01

    This research aimed to reveal how the relationship between metacognitive ability and the test result of biology teacher competence in Sijunjung District. The population of this descriptive research were all high school biology teachers in Sijunjung District, and sample is all teachers who are members of the population, which is 23 biology teachers. The instrument used in this research are a questionnaire of research on teacher's metacognitive ability and document about teacher competence test result. The questionnaire was validated first by two lecturers of biology and one lecturer of English. Data analysis using Pearson Product Moment's. Based on the results of research and discussion that have been described, it can generally be concluded that there is a low relationship between metacognitive ability with competence test results of high school biology teachers in Sijunjung District. Partially, the relationship of metacognitive ability with the test result of professional competence of biology teacher showed significant result, with correlation coefficient 0,46 and t table 1,72 while titung 2,37. The contribution of metacognitive ability to the competence test result of the teacher is 21.6%, while the other 78.4% have not been revealed in this research.

  6. Anxiety and Self-Efficacy's Relationship with Undergraduate Students' Perceptions of the Use of Metacognitive Writing Strategies

    Science.gov (United States)

    Stewart, Graeme; Seifert, Tricia Anne; Rolheiser, Carol

    2015-01-01

    There is growing interest in promoting metacognition among college and university students, as this has been linked with positive student learning outcomes. This study explores the relationship between student writing anxiety and self-efficacy on undergraduate students' self-reported use of metacognitive writing strategies. Using undergraduate…

  7. Hope and Anxiety in Physics Class: Exploring Their Motivational Antecedents and Influence on Metacognition and Performance

    Science.gov (United States)

    González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola-Verónica

    2017-01-01

    Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem…

  8. Metacognitive Strategies to Chinese College English Learners: A Real Gold or Only with a Golden Cover

    Science.gov (United States)

    Gao, Li

    2013-01-01

    With the advent of computer-assisted autonomous learning, English listening has become more challenging to Chinese college English learners. Metacognitive strategies, often adopted in process-based approach emphasizes more on the listening process. This paper discusses the feasibility of metacognitive strategies in English listening instruction in…

  9. Exploring Mission Concepts with the JPL Innovation Foundry A-Team

    Science.gov (United States)

    Ziemer, John K.; Ervin, Joan; Lang, Jared

    2013-01-01

    The JPL Innovation Foundry has established a new approach for exploring, developing, and evaluating early concepts called the A-Team. The A-Team combines innovative collaborative methods with subject matter expertise and analysis tools to help mature mission concepts. Science, implementation, and programmatic elements are all considered during an A-Team study. Methods are grouped by Concept Maturity Level (CML), from 1 through 3, including idea generation and capture (CML 1), initial feasibility assessment (CML 2), and trade space exploration (CML 3). Methods used for each CML are presented, and the key team roles are described from two points of view: innovative methods and technical expertise. A-Team roles for providing innovative methods include the facilitator, study lead, and assistant study lead. A-Team roles for providing technical expertise include the architect, lead systems engineer, and integration engineer. In addition to these key roles, each A-Team study is uniquely staffed to match the study topic and scope including subject matter experts, scientists, technologists, flight and instrument systems engineers, and program managers as needed. Advanced analysis and collaborative engineering tools (e.g. cost, science traceability, mission design, knowledge capture, study and analysis support infrastructure) are also under development for use in A-Team studies and will be discussed briefly. The A-Team facilities provide a constructive environment for innovative ideas from all aspects of mission formulation to eliminate isolated studies and come together early in the development cycle when they can provide the biggest impact. This paper provides an overview of the A-Team, its study processes, roles, methods, tools and facilities.

  10. Subjective Experience of Episodic Memory and Metacognition: A Neurodevelopmental Approach

    Science.gov (United States)

    Souchay, Céline; Guillery-Girard, Bérengère; Pauly-Takacs, Katalin; Wojcik, Dominika Zofia; Eustache, Francis

    2013-01-01

    Episodic retrieval is characterized by the subjective experience of remembering. This experience enables the co-ordination of memory retrieval processes and can be acted on metacognitively. In successful retrieval, the feeling of remembering may be accompanied by recall of important contextual information. On the other hand, when people fail (or struggle) to retrieve information, other feelings, thoughts, and information may come to mind. In this review, we examine the subjective and metacognitive basis of episodic memory function from a neurodevelopmental perspective, looking at recollection paradigms (such as source memory, and the report of recollective experience) and metacognitive paradigms such as the feeling of knowing). We start by considering healthy development, and provide a brief review of the development of episodic memory, with a particular focus on the ability of children to report first-person experiences of remembering. We then consider neurodevelopmental disorders (NDDs) such as amnesia acquired in infancy, autism, Williams syndrome, Down syndrome, or 22q11.2 deletion syndrome. This review shows that different episodic processes develop at different rates, and that across a broad set of different NDDs there are various types of episodic memory impairment, each with possibly a different character. This literature is in agreement with the idea that episodic memory is a multifaceted process. PMID:24399944

  11. Task-Team-Process: The Development of Shared Representations in a Engineeing Design Team

    DEFF Research Database (Denmark)

    Badke-Schaub, Petra; Lauche, Kristina; Neumann, Andre

    2009-01-01

    In this article, an analysis of the development of team mental models in two engineering meetings is described. The authors present a two-stage model of the development of sharedness in teams, which formed the basis for a communication analysis of both meetings. The transcripts of the meetings were...... categorised referring to underlying cognitive acts and design strategies. The results are largely consistent with the assumptions of the model indicating a lack of sharedness. This was confirmed by changes of frequencies linked to task-, team-, and processrelated cognitive acts within and between the two...

  12. Examining the incremental contribution of metacognitive beliefs beyond content-specific beliefs in relation to posttraumatic stress in a community sample.

    Science.gov (United States)

    Fergus, Thomas A; Bardeen, Joseph R

    2017-11-01

    Cognitive-behavioral models of posttraumatic stress disorder (PTSD) propose that the content of one's thoughts, including negative beliefs about the self, others, and world, play a fundamental role in our understanding and treatment of PTSD. Metacognitive theory suggests that metacognitive beliefs (i.e., beliefs about thinking), rather than content-specific beliefs, underlie PTSD. The present study provided the first known examination of the incremental contribution of metacognitive beliefs and trauma-related cognitions in relation to posttraumatic stress. Community adults recruited through an online crowdsourcing website who reported experiencing a criterion A traumatic event (N = 299) completed self-report measures of the study variables. Results from multiple linear regression analyses indicated that metacognitive beliefs of the uncontrollability and danger of thinking shared associations with each posttraumatic stress symptom cluster after accounting for the effects of content-specific beliefs and other covariates. The individual content-specific beliefs did not consistently share associations with posttraumatic stress symptoms in the regression analyses. The contribution of the individual content-specific beliefs to posttraumatic stress symptoms was consistently attenuated or rendered nonsignificant after accounting for metacognitive beliefs. These results are consistent with metacognitive theory in suggesting that metacognitive beliefs may be more important than trauma-related thought content in relation to posttraumatic stress. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  13. The role of metacognitive skills in solving object-oriented programming problems: a case study

    Directory of Open Access Journals (Sweden)

    Marietjie Havenga

    2015-07-01

    Full Text Available This article reports on the role of metacognitive skills when solving object-oriented programming problems as part of a case study. The research was constructivist-based within an interpretivist approach to explore how four students constructed their own thinking when solving programming problems. A qualitative methodology was employed. Both concept-driven coding and data-driven coding were applied. Two main issues emerged from the findings. Participating students had fragmented knowledge of the object-oriented approach and shortcomings regarding the implementation thereof, and they experienced problems with metacognitive control during all the steps of program development. Based on the findings the use of metacognitive critical control points (MCCPs is proposed to be used as a mechanism to facilitate students in their programming efforts and to prevent loss of control during program development.

  14. Metacognitive skills and students' motivation toward chemical equilibrium problem solving ability: A correlational study on students of XI IPA SMAN 2 Banjarmasin

    Science.gov (United States)

    Muna, Khairiatul; Sanjaya, Rahmat Eko; Syahmani, Bakti, Iriani

    2017-12-01

    The demand for students to have metacognitive skills and problem solving ability can be seen in the core competencies of the 2013 curriculum. Metacognitive skills are the skills which affect students' success in solving problems depending on students' motivation. This explains the possibility of the relationship between metacognition and motivation in affecting students' achievement including problem solving. Due to the importance of metacognitive skills to solve problems and the possible relationship between metacognition and motivation, a study to find the relationship among the variables is necessary to conduct, particularly on chemistry problem solving. This one shot case study using quantitative method aimed to investigate the correlation between metacognitive skills and motivation toward problem solving ability focusing on chemical equilibrium. The research population was students of grade XI of majoring Science of Banjarmasin Public High Scool 2 (XI IPA SMAN 2 Banjarmasin) with the samples of 33 students obtained by using purposive sampling technique. The research data were collected using test and non-test and analyzed using multiple regression in SPSS 21. The results of this study showed that (1) the students' metacognitive skills and motivation correlated positively with coefficient of +0.450 to problem solving ability on chemical equilibrium: (2) inter-variables of students' motivation (self-efficacy, active learning strategies, science/chemistry learning value, performance goal, achievement goal, and learning environment stimulations) correlated positively to metacognitive skills with the correlation coefficients of +0.580, +0.537, +0.363, +0.241, +0.516, and +0.271, respectively. Based on the results, it is necessary for teachers to implement learning which develops students' metacognitive skills and motivation, such as learning with scientific approach. The implementation of the learning is also supposed to be complemented with the use of learning

  15. A framework for identifying and promoting metacognitive knowledge and control in online discussants

    Directory of Open Access Journals (Sweden)

    Elizabeth Murphy

    2009-03-01

    Full Text Available The effectiveness of computer-based learning environments depends on learners’ deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992 that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners’ participation in online discussions or by designers setting up metacognitive experiences for learners. Résumé : L’efficacité des environnements d’apprentissage assistés par ordinateur repose sur l’utilisation de processus de métacognition et d’autorégulation par les apprenants. L’analyse de messages transmis dans un contexte de communication assistée par ordinateur peut constituer une source d’information sur l’activité métacognitive. Cependant, les modèles et cadres existants (p. ex. Henri, 1992 qui permettent la reconnaissance et l’évaluation de la métacognition ont été décrits comme subjectifs, dépourvus de critères clairs et peu fiables dans des contextes de notation. Cet article décrit un cadre qui pourrait être utilisé par les chercheurs qui analysent les transcriptions de discussions à la recherche de preuves d’engagement métacognitif, par les instructeurs qui procèdent à l’évaluation de la participation des apprenants à des discussions en ligne ou par les concepteurs qui élaborent des expériences métacognitives pour les apprenants.

  16. Imagery Integration Team

    Science.gov (United States)

    Calhoun, Tracy; Melendrez, Dave

    2014-01-01

    The Human Exploration Science Office (KX) provides leadership for NASA's Imagery Integration (Integration 2) Team, an affiliation of experts in the use of engineering-class imagery intended to monitor the performance of launch vehicles and crewed spacecraft in flight. Typical engineering imagery assessments include studying and characterizing the liftoff and ascent debris environments; launch vehicle and propulsion element performance; in-flight activities; and entry, landing, and recovery operations. Integration 2 support has been provided not only for U.S. Government spaceflight (e.g., Space Shuttle, Ares I-X) but also for commercial launch providers, such as Space Exploration Technologies Corporation (SpaceX) and Orbital Sciences Corporation, servicing the International Space Station. The NASA Integration 2 Team is composed of imagery integration specialists from JSC, the Marshall Space Flight Center (MSFC), and the Kennedy Space Center (KSC), who have access to a vast pool of experience and capabilities related to program integration, deployment and management of imagery assets, imagery data management, and photogrammetric analysis. The Integration 2 team is currently providing integration services to commercial demonstration flights, Exploration Flight Test-1 (EFT-1), and the Space Launch System (SLS)-based Exploration Missions (EM)-1 and EM-2. EM-2 will be the first attempt to fly a piloted mission with the Orion spacecraft. The Integration 2 Team provides the customer (both commercial and Government) with access to a wide array of imagery options - ground-based, airborne, seaborne, or vehicle-based - that are available through the Government and commercial vendors. The team guides the customer in assembling the appropriate complement of imagery acquisition assets at the customer's facilities, minimizing costs associated with market research and the risk of purchasing inadequate assets. The NASA Integration 2 capability simplifies the process of securing one

  17. The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences.

    Science.gov (United States)

    Safari, Yahya; Meskini, Habibeh

    2015-05-17

    Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students' problem solving skills. The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (pproblem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (pproblem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students.

  18. Metacognition and Group Differences: A Comparative Study

    Science.gov (United States)

    Al-Hilawani, Yasser A.

    2014-01-01

    In this study, metacognition refers to performing visual analysis and discrimination of real life events and situations in naïve psychology, naïve physics, and naïve biology domains. It is used, along with measuring reaction time, to examine differences in the ability of four groups of students to select appropriate pictures that correspond with…

  19. Development of Critical Thinking with Metacognitive Regulation

    Science.gov (United States)

    Gotoh, Yasushi

    2016-01-01

    In this research the author defines critical thinking as the set of skills and dispositions which enable one to solve problems logically and to attempt to reflect autonomously by means of Metacognitive regulation on one's own problem-solving processes. In order to develop their critical thinking, it is important for students to be able to use this…

  20. Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

    Directory of Open Access Journals (Sweden)

    Joel M. Magogwe

    2013-02-01

    Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

  1. The Effects of a Behavioral Metacognitive Task in High School Biology Students

    Science.gov (United States)

    Sussan, Danielle

    Three studies were conducted to examine the effects of a behavioral metacognitive technique on lessening students' illusions of learning. It was proposed that students' study time strategies, and consequently, final performance on a test, in a classroom setting, could be influenced positively by having students engage in metacognitive processing via making wagers regarding their learning. A novel metacognitive paradigm was implemented in three studies during which high school Biology students made prospective (during study, prior to test) metacognitive judgments, using a "betting" paradigm. This behavioral betting paradigm asked students to select either "high confidence" or "low confidence" based on how confident they felt that they would get a Biology concept correct if they were tested later. If a student chose "high confidence" and got the answer right on a later test, then he would gain 3 points. If he chose "high confidence" and got the answer wrong, he would lose 3 points. If a student chose "low confidence," he would gain one point, regardless of accuracy. Students then made study time allocation decisions by choosing whether they needed to study a particular concept "a lot more," "a little more," or "not at all." Afterwards, students had three minutes to study whichever terms they selected for any duration during those three minutes. Finally, a performance test was administered. The results showed that people are generally good at monitoring their own knowledge, in that students performed better on items judged with high confidence bets than on items judged with low confidence bets. Data analyses compared students' Study time Intentions, Actual Study Time, and Accuracy at final test for those who were required to bet versus those who were not. Results showed that students for whom bets were required tended to select relatively longer study than for whom no bets were required. That is, the intentions of those who bet were less overconfident than those who

  2. A very special visit to ATLAS: America's Cup Winner Team Alinghi

    CERN Multimedia

    Jenni, P

    It is an honour for ATLAS to frequently welcome in its cavern and the assembly sites VIP visits by Heads of State, Ministers, Directors of Funding Agencies and other political dignitaries. Rarely, however, have we had such an illustrious and competent visitor group as on December 3rd, 2003, when the full Research and Design Team from the Swiss America's Cup Team Alinghi looked at the ATLAS integration work in Halls 180 and 191 and visited Pit-1. The Team was led by 'their' Technical Coordinator Grant Simmer and principal designer Rolf Vrolijk. The Alinghi R&D team spans a very broad range of engineering and management competence; just to list a few of the team's special skills: mechanical and material engineering, electronics and software engineering, sail design, construction management, performance analysis and predictions, and last but not least direct feedback from the actual sailing team (strategist Murray Jones). Amazingly there are a lot of commonalities between Team Alinghi and ATLAS which made...

  3. Association Between Stress-Related Sleep Reactivity and Metacognitive Beliefs About Sleep in Insomnia Disorder: Preliminary Results.

    Science.gov (United States)

    Palagini, Laura; Bruno, Rosa Maria; Paolo, Toti; Caccavale, Lisa; Gronchi, Alessia; Mauri, Mauro; Riemann, Dieter; Drake, Christopher L

    2016-01-01

    To evaluate the relation between stress-related sleep reactivity and metacognitive beliefs about sleep in subjects with insomnia disorder (93) and in a group of healthy controls (30) a set of variables, including Ford Insomnia Response to Stress Test (FIRST) and Metacognition Questionnaire-Insomnia (MCQ-I), have been used. Internal consistency of the Italian version of FIRST was studied. Univariate correlation, regression analysis, and principal component analysis were also performed. The Italian version of FIRST showed good internal consistency and discriminant validity. Sleep reactivity was higher in women (p sleep (p sleep reactivity. Therapeutic strategies acting selectively on metacognition to reduce stress-related sleep reactivity in insomnia may be useful.

  4. Team-Based Development of Medical Devices: An Engineering–Business Collaborative

    Science.gov (United States)

    Eberhardt, Alan W.; Johnson, Ophelia L.; Kirkland, William B.; Dobbs, Joel H.; Moradi, Lee G.

    2016-01-01

    There is a global shift in the teaching methodology of science and engineering toward multidisciplinary, team-based processes. To meet the demands of an evolving technical industry and lead the way in engineering education, innovative curricula are essential. This paper describes the development of multidisciplinary, team-based learning environments in undergraduate and graduate engineering curricula focused on medical device design. In these programs, students actively collaborate with clinicians, professional engineers, business professionals, and their peers to develop innovative solutions to real-world problems. In the undergraduate senior capstone courses, teams of biomedical engineering (BME) and business students have produced and delivered numerous functional prototypes to satisfied clients. Pursuit of commercialization of devices has led to intellectual property (IP) disclosures and patents. Assessments have indicated high levels of success in attainment of student learning outcomes and student satisfaction with their undergraduate design experience. To advance these projects toward commercialization and further promote innovative team-based learning, a Master of Engineering (MEng) in Design and Commercialization was recently launched. The MEng facilitates teams of graduate students in engineering, life sciences, and business who engage in innovation-commercialization (IC) projects and coursework that take innovative ideas through research and development (R&D) to create marketable devices. The activities are structured with students working together as a “virtual company,” with targeted outcomes of commercialization (license agreements and new start-ups), competitive job placement, and/or career advancement. PMID:26902869

  5. Confident failures: Lapses of working memory reveal a metacognitive blind spot.

    Science.gov (United States)

    Adam, Kirsten C S; Vogel, Edward K

    2017-07-01

    Working memory performance fluctuates dramatically from trial to trial. On many trials, performance is no better than chance. Here, we assessed participants' awareness of working memory failures. We used a whole-report visual working memory task to quantify both trial-by-trial performance and trial-by-trial subjective ratings of inattention to the task. In Experiment 1 (N = 41), participants were probed for task-unrelated thoughts immediately following 20% of trials. In Experiment 2 (N = 30), participants gave a rating of their attentional state following 25% of trials. Finally, in Experiments 3a (N = 44) and 3b (N = 34), participants reported confidence of every response using a simple mouse-click judgment. Attention-state ratings and off-task thoughts predicted the number of items correctly identified on each trial, replicating previous findings that subjective measures of attention state predict working memory performance. However, participants correctly identified failures on only around 28% of failure trials. Across experiments, participants' metacognitive judgments reliably predicted variation in working memory performance but consistently and severely underestimated the extent of failures. Further, individual differences in metacognitive accuracy correlated with overall working memory performance, suggesting that metacognitive monitoring may be key to working memory success.

  6. Investigating General Chemistry Students' Metacognitive Monitoring of Their Exam Performance by Measuring Postdiction Accuracies over Time

    Science.gov (United States)

    Hawker, Morgan J.; Dysleski, Lisa; Rickey, Dawn

    2016-01-01

    Metacognitive monitoring of one's own understanding plays a key role in learning. An aspect of metacognitive monitoring can be measured by comparing a student's prediction or postdiction of performance (a judgment made before or after completing the relevant task) with the student's actual performance. In this study, we investigated students'…

  7. Individual Psychotherapy and Changes in Self-Experience in Schizophrenia: A Qualitative Comparison of Patients in Metacognitively Focused and Supportive Psychotherapy.

    Science.gov (United States)

    Lysaker, Paul H; Kukla, Marina; Belanger, Elizabeth; White, Dominique A; Buck, Kelly D; Luther, Lauren; Firmin, Ruth L; Leonhardt, Bethany

    2015-01-01

    Deficits in metacognition, or the ability to form complex ideas about self and others, may be a root cause of dysfunction in schizophrenia. Accordingly, forms of psychotherapy have been proposed to address metacognitive deficits. This study explored whether metacognitively focused individual psychotherapy can affect self-experience by conducting narrative interviews of patients with a schizophrenia spectrum disorder enrolled in either metacognitively oriented psychotherapy (n = 12) or supportive psychotherapy (n = 13) in a naturalistic setting. Participants in both groups completed a narrative interview consisting of questions that focused on perceptions and process of psychotherapy and its impact on outcomes. Interviews were audiotaped, transcribed, and coded using an inductive process informed by grounded theory. Qualitative analyses revealed all participants reported psychotherapy led to improvements in self-esteem and the ability to think more clearly and set meaningful goals. The group receiving metacognitively oriented therapy, in contrast to those receiving supportive therapy, reported being able to integrate their current experiences into the larger narratives of their lives and an increased experience of sense of agency and the ability to understand and manage pain. Results provide evidence that metacognitively oriented psychotherapy may promote subjective forms of recovery.

  8. Positive and negative metacognitions about alcohol use among university students: Psychometric properties of the PAMS and NAMS French versions.

    Science.gov (United States)

    Gierski, Fabien; Spada, Marcantonio M; Fois, Eveline; Picard, Aurélie; Naassila, Mickaël; Van der Linden, Martial

    2015-08-01

    Metacognitions about the positive and negative effects of alcohol use have been associated with various patterns of drinking. The aim of the present study was to validate French versions of the Positive Alcohol Metacognitions Scale (PAMS) and the Negative Alcohol Metacognitions Scale (NAMS) developed by Spada and Wells (2008, Addict. Behav. 33, 515) and to investigate the relationship between metacognitions and patterns of alcohol use among university students. Responses of 1600 university students who participated in an internet survey-based study on alcohol use were submitted to confirmatory (N=800, mean age 20.40 years, 45.50% male) and exploratory (N=800, mean age 20.34 years, 45.38% male) factor analyses in two separate samples. Alcohol use, binge drinking and mood were also assessed. In line with the original versions of the scales, results provided support for a two-factor structure of the French PAMS and NAMS. Both scales revealed adequate internal reliability. Good temporal stability was found for the two factors of the NAMS, whereas one factor of the PAMS showed weakness across time. Predictive validity revealed that negative alcohol metacognitions about the uncontrollability of alcohol use were found to be consistently associated with alcohol use and binge drinking, whereas positive metacognitions about alcohol use were found to be differentially associated with alcohol use and binge drinking. The French versions of the PAMS and NAMS exhibited suitable psychometric properties. This study also emphasized the role of metacognitions about alcohol use in drinking behaviour among university students. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  9. A Case Report Examining the Feasibility of Meta-Cognitive Strategy Training in Acute Inpatient Stroke Rehabilitation

    Science.gov (United States)

    Skidmore, Elizabeth R.; Holm, Margo B.; Whyte, Ellen M.; Dew, Mary Amanda; Dawson, Deirdre; Becker, James T.

    2011-01-01

    Meta-cognitive strategy training may be used to augment inpatient rehabilitation to promote active engagement and subsequent benefit for individuals with cognitive impairments after stroke. We examined the feasibility of administering a form of meta-cognitive strategy training, Cognitive Orientation to daily Occupational Performance, during inpatient rehabilitation. We trained an individual with cognitive impairments after right hemisphere stroke to identify performance problems, set self-selected goals, develop plans to address goals, and evaluate performance improvements. To assess feasibility, we examined the number of meta-cognitive training sessions attended, the number of self-selected goals, and changes in goal-related performance. We also examined changes in rehabilitation engagement and disability. The participant used the meta-cognitive strategy to set 8 goals addressing physically-oriented, instrumental, and work-related activities. Mean improvement in Canadian Occupational Performance Measure Performance Scale scores was 6.1. Pittsburgh Rehabilitation Participation Scale scores (measuring rehabilitation engagement) improved from 3.2 at admission to 4.9 at discharge. Functional Independence Measure scores (measuring disability) improved from 68 at admission, to 97 at discharge. Performance Assessment of Self-care Skills scores improved from 1.1 at admission to 2.9 at discharge. The results indicate that meta-cognitive strategy training was feasible during inpatient rehabilitation and warrants further evaluation to determine its effectiveness. PMID:21391121

  10. An exploration of metacognition and its interplay with other forms of conscious thought processing in independent learning at tertiary level.

    OpenAIRE

    Carson, L.J.

    2012-01-01

    Educators are increasingly required to assist learners not simply with subject content, but with developing metacognitive skills for independent learning, interdisciplinary learning and lifelong learning. However, there is a dearth of research on how metacognitive processing interacts with other forms of processing in authentic, real-world learning environments. In light of this, this study concerned itself with furthering understanding of metacognition, cognition and its interactions with ...

  11. Adapting Metacognitive Therapy to Children with Generalised Anxiety Disorder

    DEFF Research Database (Denmark)

    Esbjørn, Barbara Hoff; Normann, Nicoline; Reinholdt-Dunne, Marie Louise

    2015-01-01

    -c) with generalised anxiety disorder (GAD) and create suggestions for an adapted manual. The adaptation was based on the structure and techniques used in MCT for adults with GAD. However, the developmental limitations of children were taken into account. For instance, therapy was aided with worksheets, practical......The metacognitive model and therapy has proven to be a promising theory and intervention for emotional disorders in adults. The model has also received empirical support in normal and clinical child samples. The purpose of the present study was to adapt metacognitive therapy to children (MCT...... exercises and delivered in a group format. Overall, the intervention relied heavily on practising MCT techniques in vivo with therapist assistance. A detailed description of how the manual was adapted for this age group is given, and examples from a group of four children are presented in a case series...

  12. First-Year Engineering Students' Portrayal of Engineering in a Proposed Museum Exhibit for Middle School Students

    Science.gov (United States)

    Mena, Irene B.; Diefes-Dux, Heidi A.

    2012-04-01

    Students' perceptions of engineering have been documented through studies involving interviews, surveys, and word associations that take a direct approach to asking students about various aspects of their understanding of engineering. Research on perceptions of engineering rarely focuses on how students would portray engineering to others. First-year engineering student teams proposed a museum exhibit, targeted to middle school students, to explore the question "What is engineering?" The proposals took the form of a poster. The overarching research question focuses on how these students would portray engineering to middle school students as seen through their museum exhibit proposals. A preliminary analysis was done on 357 posters to determine the overall engineering themes for the proposed museum exhibits. Forty of these posters were selected and, using open coding, more thoroughly analyzed to learn what artifacts/objects, concepts, and skills student teams associate with engineering. These posters were also analyzed to determine if there were any differences by gender composition of the student teams. Building, designing, and teamwork are skills the first-year engineering students link to engineering. Regarding artifacts, students mentioned those related to transportation and structures most often. All-male teams were more likely to focus on the idea of space and to mention teamwork and designing as engineering skills; equal-gender teams were more likely to focus on the multidisciplinary aspect of engineering. This analysis of student teams' proposals provides baseline data, positioning instructors to develop and assess instructional interventions that stretch students' self-exploration of engineering.

  13. An Examination of Undergraduates' Metacognitive Strategies in Pre-Class Asynchronous Activity in a Flipped Classroom

    Science.gov (United States)

    Yilmaz, Rabia M.; Baydas, Ozlem

    2017-01-01

    The aim of the study is to examine undergraduate students' awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did…

  14. Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition.

    Science.gov (United States)

    van de Kamp, Marie-Thérèse; Admiraal, Wilfried; van Drie, Jannet; Rijlaarsdam, Gert

    2015-03-01

    The main purposes of visual arts education concern the enhancement of students' creative processes and the originality of their art products. Divergent thinking is crucial for finding original ideas in the initial phase of a creative process that aims to result in an original product. This study aims to examine the effects of explicit instruction of meta-cognition on students' divergent thinking. A quasi-experimental design was implemented with 147 secondary school students in visual arts education. In the experimental condition, students attended a series of regular lessons with assignments on art reception and production, and they attended one intervention lesson with explicit instruction of meta-cognition. In the control condition, students attended a series of regular lessons only. Pre-test and post-test instances tests measured fluency, flexibility, and originality as indicators of divergent thinking. Explicit instruction of meta-cognitive knowledge had a positive effect on fluency and flexibility, but not on originality. This study implies that in the domain of visual arts, instructional support in building up meta-cognitive knowledge about divergent thinking may improve students' creative processes. This study also discusses possible reasons for the demonstrated lack of effect for originality. © 2014 The British Psychological Society.

  15. Metacognition and Transfer: Keys to Improving Marketing Education

    Science.gov (United States)

    Ramocki, Stephen P.

    2007-01-01

    A primary purpose of marketing education is to prepare students to perform throughout their careers, and performance largely relies on transferability of knowledge. It has been demonstrated that training in metacognition, along with emphasis on transfer, does lead to increased probability that knowledge will be transferred into environments…

  16. A Software Tool to Visualize Verbal Protocols to Enhance Strategic and Metacognitive Abilities in Basic Programming

    Directory of Open Access Journals (Sweden)

    Carlos A. Arévalo

    2011-07-01

    Full Text Available Learning to program is difficult for many first year undergraduate students. Instructional strategies of traditional programming courses tend to focus on syntactic issues and assigning practice exercises using the presentation-examples-practice formula and by showing the verbal and visual explanation of a teacher during the “step by step” process of writing a computer program. Cognitive literature regarding the mental processes involved in programming suggests that the explicit teaching of certain aspects such as mental models, strategic knowledge and metacognitive abilities, are critical issues of how to write and assemble the pieces of a computer program. Verbal protocols are often used in software engineering as a technique to record the short term cognitive process of a user or expert in evaluation or problem solving scenarios. We argue that verbal protocols can be used as a mechanism to explicitly show the strategic and metacognitive process of an instructor when writing a program. In this paper we present an Information System Prototype developed to store and visualize worked examples derived from transcribed verbal protocols during the process of writing introductory level programs. Empirical data comparing the grades obtained by two groups of novice programming students, using ANOVA, indicates a statistically positive difference in performance in the group using the tool, even though these results still cannot be extrapolated to general population, given the reported limitations of this study.

  17. The connectedness of the levels of meta-cognitive student's abilities and educational outcomes in the cognitive area

    Directory of Open Access Journals (Sweden)

    Bogdanović Ivana Z.

    2016-01-01

    Full Text Available The aim of the research presented in this paper is the analysis of the connection of the students' metacognitive levels and educational outcomes in the area of cognition. The research was performed with a sample of 746 respondents, both genders, first-year students in grammar schools in Novi Sad. The technique used was testing, the instrument was the test of metacognitive abilities of students, construed according the five levels Likert' scale and Physics knowledge test. The results of the questionnaire were processed by statistical procedure. The program used was IBM SPSS 20 Statistics, descriptive analysis, correlation analysis and simple linear regression. In this analysis the criterion was the score that the students got on the knowledge test and subtests on the levels of knowledge, understanding and application, and the predictor was the score obtained on the test of metacognitive abilities. The research enabled a valuable insight into the connectedness of metacognitive abilities and efficiency in learning physics. Statistically significant connectedness was found between metacognitive abilities and efficiency in learning physics on the levels of knowledge, understanding and application, and all three levels together. The paper ends with stating the importance and pedagogic implications of the research results.

  18. Team-client Relationships And Extreme Programming

    Directory of Open Access Journals (Sweden)

    John Karn

    2008-01-01

    Full Text Available This paper describes a study that examined the relationship between software engineering teams who adhered to the extreme programming (XP methodology and their project clients. The study involved observing teams working on projects for clients who had commissioned a piece of software to be used in the real world. Interviews were conducted during and at the end of the project to get client opinion on how the project had progressed. Of interest to the researchers were opinions on frequency of feedback, how the team captured requirements, whether or not the iterative approach of XP proved to be helpful, and the level of contextual and software engineering knowledge the client had at the start of the project. In theory, fidelity to XP should result in enhanced communication, reduce expectation gaps, and lead to greater client satisfaction. Our results suggest that this depends heavily on the communication skills of the team and of the client, the expectations of the client, and the nature of the project.

  19. The speed of metacognition: taking time to get to know one's structural knowledge.

    Science.gov (United States)

    Mealor, Andy D; Dienes, Zoltan

    2013-03-01

    The time course of different metacognitive experiences of knowledge was investigated using artificial grammar learning. Experiment 1 revealed that when participants are aware of the basis of their judgments (conscious structural knowledge) decisions are made most rapidly, followed by decisions made with conscious judgment but without conscious knowledge of underlying structure (unconscious structural knowledge), and guess responses (unconscious judgment knowledge) were made most slowly, even when controlling for differences in confidence and accuracy. In experiment 2, short response deadlines decreased the accuracy of unconscious but not conscious structural knowledge. Conversely, the deadline decreased the proportion of conscious structural knowledge in favour of guessing. Unconscious structural knowledge can be applied rapidly but becomes more reliable with additional metacognitive processing time whereas conscious structural knowledge is an all-or-nothing response that cannot always be applied rapidly. These dissociations corroborate quite separate theories of recognition (dual-process) and metacognition (higher order thought and cross-order integration). Copyright © 2012 Elsevier Inc. All rights reserved.

  20. From MetaCognition to MetaPractition

    DEFF Research Database (Denmark)

    Alcock, Gordon Lindsay

    developed frameworks for both quantitative and qualitative Metacognitive and ‘Meta-practitive’ reflection.. Designed to help students adapt to, and adopt new learning strategies; accelerate their understanding and performance within a collaborative ‘Profession Bachelor’ and PBL culture, the author documents...... ‘Metacognitive’ learning portfolios in the initial ‘Learning to Learn (L2L) environment and a self-authoring, ‘Meta-practitive’ approach in the later stages of an ‘Architectural Technology degree....

  1. CORRELATION BETWEEN METACOGNITIVE STRATEGY, FOREIGN LANGUAGE APTITUDE AND MOTIVATIONS IN LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Novia Tri Febriani

    2017-11-01

    Full Text Available Language learning belief and language learning strategies are two essential predictors that have significant effect toward students’ language proficiency. Learners’ belief is dealing with what comes from inside the learners in learning the language, such as foreign language aptitude; difficulty of language learning; nature of language learning; learning and communication strategies; and motivation. Meanwhile, language learning strategies are learners’ plan in achieving certain goals or mastering the target language. A preliminary research was conducted in order to find what strategy mostly used by the learners. It turned out that the strategy mostly used by them was metacognitive strategies. Thus, this study aims to investigate about the correlation between metacognitive strategies and certain belief’ variables in students’ language learning which are foreign language aptitude and motivation. Moreover, twenty postgraduate students of English education department participated in this study. This study used correlational research, in which the BALLI (Beliefs about Language Learning Inventory and SILL (Strategies Inventory for Language Learners questionnaires were adopted as the instruments in collecting the data. The findings of this study indicated that there is negative linear correlation between metacognitive strategy and foreign language aptitude (rXY = -0,049 while there is significant positive linear correlation between metacognitive and motivation (rXY =+0,79 in students’ language learning. Furthermore, this study also provide some recommendations, which is it is expected that there will be more researches use studies using different respondents with various contexts. Secondly, the further research will use both of quantitative and qualitative data relating to this issue in order to make a more accurate data.

  2. Renovation of a mechanical engineering senior design class to an industry-tied and team-oriented course

    Science.gov (United States)

    Liu, Yucheng

    2017-11-01

    In this work, an industry-based and team-oriented education model was established based on a traditional mechanical engineering (ME) senior design class in order to better prepare future engineers and leaders so as to meet the increasing demand for high-quality engineering graduates. In the renovated curriculum, industry-sponsored projects became the most important course component and critical assessment tool, from which problem-solving skills as well as employability skills of the ME students can be fully developed. Hands-on experiences in finite element analysis (FEA) modelling and simulation were also added into the renovated curriculum to promote the application of FEA on engineering design and assessment. Evaluation of the renovated course was conducted using two instruments and the results have shown that the course made the ME senior students more prepared for their future career and a win-win model was created between the industry partner and the ME programme through it. Impact of the renovated syllabus on Accreditation Board for Engineering Technology goals was discussed. Based on the current progress, a more substantial change is being planned to further improve the effectiveness and practicability of this design course. The renovated course was started to offer to the ME senior students at Mississippi State University.

  3. The Self-Aware Organization: A Metacognitive Approach to Change Management in a Small Rural School District

    Science.gov (United States)

    Harrison, Charles E., Jr.

    2010-01-01

    Educational leaders have often been ineffective in managing change in their environment. Change vectors were used in the current study to identify areas of needed change, along with a metacognitive approach to organizational change. A qualitative case study was employed to explore the use of such a metacognitive approach to change by a small rural…

  4. High School Students' Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs

    Science.gov (United States)

    Gurcay, Deniz; Ferah, Hatice Ozturk

    2018-01-01

    The purpose of this study is to examine the relationships between ninth grade students' metacognitive self-regulation skills and physics self-efficacy beliefs and their critical thinking. To this end, 162 students attending the ninth grade participated in the study. Critical thinking scale, metacognitive self-regulation scale and physics…

  5. The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students

    Science.gov (United States)

    McCown, Margaret Averill

    2013-01-01

    This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular…

  6. Why is a computational framework for motivational and metacognitive control needed?

    Science.gov (United States)

    Sun, Ron

    2018-01-01

    This paper discusses, in the context of computational modelling and simulation of cognition, the relevance of deeper structures in the control of behaviour. Such deeper structures include motivational control of behaviour, which provides underlying causes for actions, and also metacognitive control, which provides higher-order processes for monitoring and regulation. It is argued that such deeper structures are important and thus cannot be ignored in computational cognitive architectures. A general framework based on the Clarion cognitive architecture is outlined that emphasises the interaction amongst action selection, motivation, and metacognition. The upshot is that it is necessary to incorporate all essential processes; short of that, the understanding of cognition can only be incomplete.

  7. Metacognitive emotion regulation: children's awareness that changing thoughts and goals can alleviate negative emotions.

    Science.gov (United States)

    Davis, Elizabeth L; Levine, Linda J; Lench, Heather C; Quas, Jodi A

    2010-08-01

    Metacognitive emotion regulation strategies involve deliberately changing thoughts or goals to alleviate negative emotions. Adults commonly engage in this type of emotion regulation, but little is known about the developmental roots of this ability. Two studies were designed to assess whether 5- and 6-year-old children can generate such strategies and, if so, the types of metacognitive strategies they use. In Study 1, children described how story protagonists could alleviate negative emotions. In Study 2, children recalled times that they personally had felt sad, angry, and scared and described how they had regulated their emotions. In contrast to research suggesting that young children cannot use metacognitive regulation strategies, the majority of children in both studies described such strategies. Children were surprisingly sophisticated in their suggestions for how to cope with negative emotions and tailored their regulatory responses to specific emotional situations. Copyright 2010 APA

  8. The Use of a Metacognitive Tool in an Online Social Supportive Learning Environment: An Activity Theory Analysis

    Science.gov (United States)

    Martinez, Ray Earl

    2010-01-01

    This investigation is an exploratory study of the use of a metacognitive software tool in a social supportive learning environment. The tool combined metacognitive knowledge and regulation functionality embedded within the content of an eight week online graduate education course. Twenty-three learners, who were practicing teachers, used the tool.…

  9. The Relationship of Behavioral Activation and Inhibition Systems (BAS/BIS, Difficulty of Emotional Regulation, Metacognition with Worry

    Directory of Open Access Journals (Sweden)

    S. Soltan Mohammadlou

    2014-11-01

    Full Text Available Worry is a popular phenomenon and a common feature of many disorders, especially anxiety disorders. The objective of the study was to predict worry by using three predictive factors related to biological, emotional and cognition areas. In this study, behavioral inhibition, behavioral activation system, difficulties in emotion regulation and metacognition were examined as predictive variables. In a correlation cross-sectional design, 234 Medical Group students [BA and MA] of Tehran University of Medical Sciences participated in this study by using cluster sampling. The students completed these scales: Behavioral Inhibition and Behavioral Activation Systems (BAS/BIS, Difficulty of Emotion Regulation Scale (DERS, Metacognition Questionnaire-30 (MCQ-30 and Penn State Worry Questionnaire (PSWQ. Behavioral inhibition system, difficulty of emotion rgulation and metacognition variables were significantly positively correlated with worry (P<0/0 1(. Behavioral activation system variable was not significantly associated with worry. Stepwise multiple regression analysis indicated a predictive model for worry in which behavioral inhibition system, difficulty of emotional regulation and metacognition were its components respectively. Behavioral activation system was not included in the model. The findings of this study that worry should be studied in different biological, emotional, and metacognitive aspects. The results also emphasize the role of behavioral inhibition system as a temperamental and biological factor in psychopathology of worry in adult population.

  10. The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use.

    Science.gov (United States)

    Baas, Diana; Castelijns, Jos; Vermeulen, Marjan; Martens, Rob; Segers, Mien

    2015-03-01

    Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce. This study investigates the relation between AfL and elementary school students' use of cognitive and metacognitive strategies. The sample comprised 528 grade four to six students (9- to 12-year-olds) from seven Dutch elementary schools. Students' perceptions of AfL and their cognitive and metacognitive strategy use were measured by means of questionnaires. Structural equation modelling was used to investigate the relations among the variables. The results reveal that monitoring activities that provide students an understanding of where they are in their learning process predict Students' task orientation and planning. Scaffolding activities that support students in taking the next step in their learning are positively related to the use of both surface and deep-level learning strategies and the extent to which they evaluate their learning process after performing tasks. The results underline the importance of assessment practices in ceding responsibility to students in taking control of their own learning. © 2014 The British Psychological Society.

  11. “Watching English Movie Helps Me!” Language Exposure and Metacognitive Awareness on TOEFL

    Directory of Open Access Journals (Sweden)

    Ika Apriani Fata

    2017-05-01

    Full Text Available This research was conducted to investigate the correlation between metacognitive and language exposure to TOEFL of reading section. The framework of metacognitive promoted by Veenman et al. and the model of language exposure is promoted by Magno et al. (2009. This research implemented a descriptive qualitative study. The questionnaire and rubric ofmetacognitive were applied as research instruments respectively. Furthermore, ten freshmen at Syiah Kuala University from various majors considered as strategic readers whose TOEFL score ranges of 400 above. It was prominently revealed that language exposures have a contribution for strategic readers in answering TOEFL in the reading section, in particular, media exposure. The respondents have a tendency to seek out the media availability as the major side on mastering reading TOEFL meanwhile language exposure at home is the lowest impact on students. In addition, metacognitive awareness has an impact on students’ performance in answering Reading test of TOEFL the metacognition implementation, the students eventually categorized on knowledge regulation in which the students relate the knowledge of TOEFL into planning, implementingstrategies or information management, monitoring, correcting/debugging, and evaluating comprehension. It is assumed that this study has weakness on informants taken therefore as further studies, the researcher trigger to probe students of 500 TOEFL score above to investigate their learning strategy and language exposures accordingly.

  12. Rendezvous with IQ: Metacognition in Real-Life Situations

    Science.gov (United States)

    Al-Hilawani, Yasser A.

    2018-01-01

    The purpose of this study was to examine the relationship between metacognition as measured in real-life situations and IQ scores as reflected by performance on the Raven Standard Progressive Matrices Scale. It is also intended in this study to report on whether or not there were significant differences in performance on the metacognitive…

  13. Metacognitive deficits in categorization tasks in a population with impaired inner speech.

    Science.gov (United States)

    Langland-Hassan, Peter; Gauker, Christopher; Richardson, Michael J; Dietz, Aimee; Faries, Frank R

    2017-11-01

    This study examines the relation of language use to a person's ability to perform categorization tasks and to assess their own abilities in those categorization tasks. A silent rhyming task was used to confirm that a group of people with post-stroke aphasia (PWA) had corresponding covert language production (or "inner speech") impairments. The performance of the PWA was then compared to that of age- and education-matched healthy controls on three kinds of categorization tasks and on metacognitive self-assessments of their performance on those tasks. The PWA showed no deficits in their ability to categorize objects for any of the three trial types (visual, thematic, and categorial). However, on the categorial trials, their metacognitive assessments of whether they had categorized correctly were less reliable than those of the control group. The categorial trials were distinguished from the others by the fact that the categorization could not be based on some immediately perceptible feature or on the objects' being found together in a type of scenario or setting. This result offers preliminary evidence for a link between covert language use and a specific form of metacognition. Copyright © 2017 Elsevier B.V. All rights reserved.

  14. EPISTEMOLOGICAL BELIEFS AND METACOGNITIVE STRATEGIES OF ELT PRE-SERVICE TEACHERS IN DISTANCE AND FORMAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Meral GUVEN

    2012-04-01

    Full Text Available The epistemological beliefs in learning process have been investigated from different aspects in relation with many variables in literature. Such beliefs are defined as individuals’ beliefs regarding knowledge and learning. As another related, popular concept, the metacognitive strategies are identified as the strategies used to control the process of obtaining knowledge. Thus, it is seen that both of them are employed to make learning more effective. Within this framework, the aim of the present study was to determine the epistemological beliefs and metacognitive strategies of the pre-service teachers in the distance and formal education English Language Teaching program and to investigate whether there was any difference/ were any differences between them. To collect data, “Epistemological Belief Scale” developed by Schommer (1990 and translated and validated by Deryakulu and Büyüköztürk (2002 and “Metacognitive Strategy Inventory” which was adapted for university students by Yıldız, Akpınar and Ergin (2006 were used. Then through the descriptive method they were analyzed. As a result of study, it was determined that there was a significant relationship between the epistemological beliefs and metacognitive strategy use of ELT pre-service teachers in both formal and distance education programs.

  15. Metacognition and negative emotions in clinical practice. A preliminary study with patients with bowel disorder

    Directory of Open Access Journals (Sweden)

    Vittorio Lenzo

    2013-09-01

    Full Text Available In the past few years psychological characteristics in patients with organic bowel disorder have been poorly considered. However recent studies underline that psychological features increase gastrointestinal symptoms. The aim of this study is to investigate metacognition and emotions in patients with organic bowel disorder and functional bowel disorder. 33 outpatients with organic diagnosis and 28 outpatients with functional diagnosis were assessed with MCQ-30, ANPS and Brief-Cope; moreover stress was evaluated in all outpatients.  Results revealed that two groups show the same psychological disturbances and there are no differences between organic patients and functional patients. Statistical analysis indicated significant relations between dysfunctional metacognitive beliefs and negative emotions. Specifically, Beliefs of Uncontrollability and Danger (UD are significantly related to Fear, Anger and Sadness. Moreover Fear and Anger are significantly related to stress; dysfunctional metacognitive beliefs are related to coping strategies. Beliefs of UD are related to Using Emotional Support; Positive Beliefs (PB are related to Planning, while Cognitive Confidence (CC is related to Self-Blame. Unexpectedly results are higher in patients with organic diagnosis. Our results suggest to reconsider psychological influences in patients with organic diagnosis of gastrointestinal disease. Keywords:Metacognition; Inflammatory bowel diseases; Functional gastrointestinal disorders; Emotions; Coping; 

  16. The enhancement of students' mathematical self-efficacy through teaching with metacognitive scaffolding approach

    Science.gov (United States)

    Prabawanto, S.

    2018-05-01

    This research aims to investigate the enhancement of students’ mathematical self- efficacy through teaching with metacognitive scaffolding approach. This research used a quasi- experimental design with pre-post respon control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 students who acquire teaching mathematics under metacognitive approach, while the control group consists of 58 students who acquire teaching mathematics under direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical self-efficacy instruments. By using mean difference test, two conclusions of the research: (1) there is a significant difference in the enhancement of mathematical self-efficacy between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and (2) there is no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students’ mathematical self-efficacy.

  17. So I'm Done Because I'm Confused Now: Measuring Metacognition in Elementary Algebra Community College Students

    Science.gov (United States)

    Davis, Ann

    2009-01-01

    This study measured the amounts of different types of metacognitive statements made by students enrolled in Elementary Algebra courses at a community college in California. A total of 17 students were interviewed three times during the course of a semester. All interviews were coded for types of metacognitive statements that fell into one of three…

  18. The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in science.

    Science.gov (United States)

    Cano García, Francisco; García, Ángela; Berbén, A B G; Pichardo, M C; Justicia, Fernando

    2014-01-01

    Although much research has examined the impact of question generation on students' reading comprehension and learning from lectures, far less research has analysed its influence on how students learn and study science. The present study aims to bridge this knowledge gap. Using a quasi-experimental design, three complete ninth-grade science classes, with a total of 72 students, were randomly assigned to three conditions (groups): (G1) questioning-training by providing prompts; (G2) question-generation without any explicit instruction; and (G3) no question control. Participants' pre-test and post-test self-reported measures of metacognitive knowledge, self-regulation and learning approaches were collected and data analysed with multivariate and univariate analyses of covariance. (a) MANCOVA revealed a significant effect for group; (b) ANCOVAs showed the highest average gains for G1 and statistically significant between-group differences in the two components of metacognition: metacognitive knowledge and self-regulation; and (c) the direction of these differences seemed to vary in each of these components. Question-generation training influenced how students learned and studied, specifically their metacognition, and it had a medium to large effect size, which was somewhat related to the prompts used.

  19. Information problem solving instruction: Some cognitive and metacognitive issues.

    NARCIS (Netherlands)

    Lazonder, Adrianus W.; Rouet, Jean-Franc¸ois

    2008-01-01

    Children, teenagers, and adults abundantly use the Web to search for information. Yet this high frequency of use stands in marked contrast with the users’ relatively low awareness and mastery of metacognitive skills to search the Web effectively and efficiently. This paper provides a review of five

  20. The big five personality traits and individual satisfaction with the team

    NARCIS (Netherlands)

    Peeters, Miranda A.G.; Rutte, Christel G.; van Tuijl, Harrie F.J.M.; Reymen, Isabelle

    2006-01-01

    Relationships between team composition in terms of team members' Big Five personality traits and individual satisfaction with the team after project completion were researched. Questionnaires were filled out by 310 undergraduate students (N= 68 teams) working on an engineering design assignment.

  1. The effects of a shared, Intranet science learning environment on the academic behaviors of problem-solving and metacognitive reflection

    Science.gov (United States)

    Parker, Mary Jo

    This study investigated the effects of a shared, Intranet science environment on the academic behaviors of problem-solving and metacognitive reflection. Seventy-eight subjects included 9th and 10th grade male and female biology students. A quasi-experimental design with pre- and post-test data collection and randomization occurring through assignment of biology classes to traditional or shared, Intranet learning groups was employed. Pilot, web-based distance education software (CourseInfo) created the Intranet learning environment. A modified ecology curriculum provided contextualization and content for traditional and shared learning environments. The effect of this environment on problem-solving, was measured using the standardized Watson-Glaser Critical Thinking Appraisal test. Metacognitive reflection, was measured in three ways: (a) number of concepts used, (b) number of concept links noted, and (c) number of concept nodes noted. Visual learning software, Inspiration, generated concept maps. Secondary research questions evaluated the pilot CourseInfo software for (a) tracked user movement, (b) discussion forum findings, and (c) difficulties experienced using CourseInfo software. Analysis of problem-solving group means reached no levels of significance resulting from the shared, Intranet environment. Paired t-Test of individual differences in problem-solving reached levels of significance. Analysis of metacognitive reflection by number of concepts reached levels of significance. Metacognitive reflection by number of concept links noted also reach significance. No significance was found for metacognitive reflection by number of concept nodes. No gender differences in problem-solving ability and metacognitive reflection emerged. Lack of gender differences in the shared, Intranet environment strongly suggests an equalizing effect due to the cooperative, collaborative nature of Intranet environments. Such environments appeal to, and rank high with, the female

  2. Using an Undergraduate Materials Research Project to Foster Multidisciplinary Teaming Skills

    Science.gov (United States)

    Newell, James A.; Cleary, Doug D.

    2004-01-01

    This paper describes the use of undergraduate materials multidisciplinary research projects as a means of addressing the growing industrial demand for graduates experienced in working in multidisciplinary teams. It includes a detailed description of a project in which a multidisciplinary team of chemical engineering and civil engineering students…

  3. Antecedents of Intrinsic Motivation, Metacognition and Their Effects on Students' Academic Performance in Fundamental Knowledge for Matriculation Courses

    Science.gov (United States)

    Ibrahim, Mikail; Baharun, Hazleena; Harun, Haliza; Othman, Normah

    2017-01-01

    Purpose: This study examined the interrelationships between a set of antecedent academic intrinsic motivations and metacognitive strategy such as goal orientation, perceived value and religiosity in Fundamental Knowledge for Matriculation courses (FKM). It also investigated the relationship between intrinsic motivation and metacognitive strategy…

  4. THE META-METHOD: AN EXPERIMENTAL EVALUATION OF A THREE-SIDED DIDACTICAL APPROACH TO REINFORCE METACOGNITION AMONG SECONDARY SCHOOL STUDENTS

    NARCIS (Netherlands)

    Ernst-Militaru, Rodica; Ghysels, Joris; Nijhof, Plonie

    To stimulate learning, both cognitive and metacognitive strategies are believed to be effective. This contribution reports on the experimental evaluation of an approach to develop metacognitive skills among students in secondary school. In the experiment 653 students of two schools and three age

  5. Delivering Key Graduate Attributes via Teams Working in Virtual Space

    Directory of Open Access Journals (Sweden)

    Lyn Brodie

    2011-09-01

    Full Text Available Transferable skills are gaining an increasing emphasis in engineering education. The skills of teamwork, communication, self directed learning and problem solving feature in most of the accrediting agencies criteria. This paper is a case study of a course which uses Problem Based Learning method to deliver key transferable skills to engineering students studying via distance education The students use a range of communication systems including a Learning Management System which offers synchronous and asynchronous communications to work in a team where there is no face to face contact between either the team members or with the supervising academic. The teams solve open ended, contextualised engineering problems. These teams form a learning community which scaffolds individual and team learning goals. Results from a longitudinal study show that students significantly increase their teamwork, communication, problem solving and self directed learning skills. These are key graduate attributes now required by professional accreditation bodies. In addition specific theoretical and technical skills and knowledge are learnt and applied to new problems.

  6. The Learning Way: Meta-Cognitive Aspects of Experiential Learning

    Science.gov (United States)

    Kolb, Alice Y.; Kolb, David A.

    2009-01-01

    Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process--William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's…

  7. Acute Short-Term Sleep Deprivation Does Not Affect Metacognitive Monitoring Captured by Confidence Ratings: A Systematic Literature Review

    Science.gov (United States)

    Jackson, Simon A.; Martin, Gregory D.; Aidman, Eugene; Kleitman, Sabina

    2018-01-01

    This article presents the results of a systematic review of the literature surrounding the effects that acute sleep deprivation has on metacognitive monitoring. Metacognitive monitoring refers to the ability to accurately assess one's own performance and state of knowledge. The mechanism behind this assessment is captured by subjective feelings of…

  8. Metacognitive training for schizophrenia: a multicentre randomised controlled trial.

    Science.gov (United States)

    Briki, Malick; Monnin, Julie; Haffen, Emmanuel; Sechter, Daniel; Favrod, Jérôme; Netillard, Christian; Cheraitia, Elisabeth; Marin, Karine; Govyadovskaya, Svetlana; Tio, Grégory; Bonin, Bernard; Chauvet-Gelinier, Jean-Christophe; Leclerc, Stéphanie; Hodé, Yann; Vidailhet, Pierre; Berna, Fabrice; Bertschy, Anna Zinetti; Vandel, Pierre

    2014-08-01

    A psychotherapeutic approach for schizophrenia is now recommended as an adjuvant for psychopharmacology, since antipsychotic medications only have a partial impact especially as regards positive symptoms and insight. In addition, cognitive distortions and the lack of metacognitive skills might increase positive symptoms leading to poor social functioning. This underlines the need for specific approaches which target cognitive processes relevant for insight, and abilities in metacognition. Metacognitive training (MCT) is a structured group intervention, which enhances a patient's reflection on cognitive biases and improves problem-solving. The aim of our study was to assess MCTs' short term impact on insight, symptoms and quality of life. Fifty patients with schizophrenia or schizoaffective disorders and persistent positive symptoms (delusions or hallucinations) were enrolled in the study. After baseline assessment participants were randomised either to supportive therapy or MCT. Both groups used the same design (1h-session twice a week during 8weeks) although the basic knowledge given to participants was different between interventions. Participants were assessed at eight weeks based on the Scale to Assess Unawareness of Mental Disorder, Positive and Negative Syndrome Scale (PANSS), Psychotic Symptom Rating Scales, the Calgary Depression Scale for Schizophrenia and the Quality of Life Scale. Between-group differences were significant in favour of MCT on the PANSS positive scale. Between-group differences in post- and pre-test values showed a trend in favour of MCT for insight on hallucinations. Results of our study indicate that the MCT has an effect on reducing positive symptomatology, and a trend impact on insight and social functioning. Copyright © 2014 Elsevier B.V. All rights reserved.

  9. Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course

    Directory of Open Access Journals (Sweden)

    Kendra M. Hill

    2014-02-01

    Full Text Available Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a non-majors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154 or face-to-face (Group 2: N = 152. Previously validated pre- and post-surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05. Pre- and post-survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively and reading comprehension (p < 0.001 for both groups. When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885. For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381, however, differences in pre- and post- test scores was measured (pre- p = 0.005, post- p = 0.038. This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction.

  10. The Relation between English Learning Students' Levels of Self-Regulation and Metacognitive Skills and Their English Academic Achievements

    Science.gov (United States)

    Adigüzel, Abdullah; Orhan, Ali

    2017-01-01

    It is remarkable that there are only a few studies that measures to what extent metacognitive and self-regulation skills affect students' academic achievements in the English lesson. This study is important for identifying the personal variables that have an impact on metacognitive and self-regulation skill and determining the relationship between…

  11. A methodology for system-of-systems design in support of the engineering team

    Science.gov (United States)

    Ridolfi, G.; Mooij, E.; Cardile, D.; Corpino, S.; Ferrari, G.

    2012-04-01

    Space missions have experienced a trend of increasing complexity in the last decades, resulting in the design of very complex systems formed by many elements and sub-elements working together to meet the requirements. In a classical approach, especially in a company environment, the two steps of design-space exploration and optimization are usually performed by experts inferring on major phenomena, making assumptions and doing some trial-and-error runs on the available mathematical models. This is done especially in the very early design phases where most of the costs are locked-in. With the objective of supporting the engineering team and the decision-makers during the design of complex systems, the authors developed a modelling framework for a particular category of complex, coupled space systems called System-of-Systems. Once modelled, the System-of-Systems is solved using a computationally cheap parametric methodology, named the mixed-hypercube approach, based on the utilization of a particular type of fractional factorial design-of-experiments, and analysis of the results via global sensitivity analysis and response surfaces. As an applicative example, a system-of-systems of a hypothetical human space exploration scenario for the support of a manned lunar base is presented. The results demonstrate that using the mixed-hypercube to sample the design space, an optimal solution is reached with a limited computational effort, providing support to the engineering team and decision makers thanks to sensitivity and robustness information. The analysis of the system-of-systems model that was implemented shows that the logistic support of a human outpost on the Moon for 15 years is still feasible with currently available launcher classes. The results presented in this paper have been obtained in cooperation with Thales Alenia Space—Italy, in the framework of a regional programme called STEPS. STEPS—Sistemi e Tecnologie per l'EsPlorazione Spaziale is a research

  12. The social network among engineering design teams and their creativity : A case study among teams in two product development programs

    NARCIS (Netherlands)

    Kratzer, Jan; Leenders, Roger Th. A. J.; Van Engelen, Jo M. L.

    Since the creative product development task requires the teams to combine and integrate input from multiple other teams, the team's structure of interaction is an important determinant of their creativity. In this study we investigate different structural aspects of social networks of such team's

  13. SPQR Team Description Paper

    OpenAIRE

    Cherubini , Andrea; Leonetti , M; Marchetti , L; De Luca , A; Iocchi , L; Nardi , D; Oriolo , G; Vendittelli , M

    2008-01-01

    International audience; SPQR is the group of the Faculty of Engineering at Sapienza University of Rome in Italy, that is involved in RoboCup competitions since 1998 in different leagues (Middle-size 1998-2002, Four-legged since 2000, Real-rescue-robots 2003-2006, Virtual-rescue since 2006 and @Home in 2006). In RoboCup 2008, SPQR team will participate in the Standard Platform League with Nao humanoid robots and in the Virtual Rescue League.The team for 2008 is composed by two groups from the C...

  14. A Framework for Understanding Teachers' Promotion of Students' Metacognition

    Science.gov (United States)

    Ader, Engin

    2013-01-01

    This is an ethnographic study of promotion of metacognition, focusing on the teaching practices in secondary mathematics classrooms of three teachers in the UK. With all three teachers, observations of their teaching and interviews regarding their teaching were conducted. The main aim was analysing and substantiating the parallels and differences…

  15. Westinghouse Hanford Company Engineering Indoctrination Program

    International Nuclear Information System (INIS)

    Hull, K.J.

    1991-02-01

    Westinghouse Hanford Company has recognized that a learning curve exists in its engineering design programs. A one-year training program is under way to shorten this learning curve by introducing new engineers, both recent graduates and experienced new hires, to both company standards and intuitive engineering design processes. The participants are organized into multi-disciplined teams and assigned mentor engineers who assist them in completing a team project. Weekly sessions alternate between information presentations and time to work on team design projects. The presentations include information that is applicable to the current phase of the design project as well as other items of interest, such as site tours, creative thinking, and team brainstorming techniques. 1 fig

  16. Metacognition and depressive realism: evidence for the level-of-depression account.

    Science.gov (United States)

    Soderstrom, Nicholas C; Davalos, Deana B; Vázquez, Susana M

    2011-09-01

    Introduction. The present study examined the relationship between metacognition (i.e., "thinking about thinking") and depression. More specifically, the depressive realism hypothesis (Alloy & Abramson, 1979), which posits that depressed people have a more accurate view of reality than nondepressed people, was tested. Methods. Nondepressed, mildly depressed, and moderately depressed individuals predicted their memory performance by making judgements of learning after each studied item. These predictions were then compared with actual performance on a free recall task to assess calibration, an index of metacognitive accuracy. Results and conclusions. Consistent with the depressive realism hypothesis, mild depression was associated with better calibration than nondepression. However, this "sadder but wiser" phenomenon appears to only exist to point, as moderate depression and nondepression showed no calibration differences. Thus, the level-of-depression account of depressive realism is supported.

  17. Comparison between project-based learning and discovery learning toward students' metacognitive strategies on global warming concept

    Science.gov (United States)

    Tumewu, Widya Anjelia; Wulan, Ana Ratna; Sanjaya, Yayan

    2017-05-01

    The purpose of this study was to know comparing the effectiveness of learning using Project-based learning (PjBL) and Discovery Learning (DL) toward students metacognitive strategies on global warming concept. A quasi-experimental research design with a The Matching-Only Pretest-Posttest Control Group Design was used in this study. The subjects were students of two classes 7th grade of one of junior high school in Bandung City, West Java of 2015/2016 academic year. The study was conducted on two experimental class, that were project-based learning treatment on the experimental class I and discovery learning treatment was done on the experimental class II. The data was collected through questionnaire to know students metacognitive strategies. The statistical analysis showed that there were statistically significant differences in students metacognitive strategies between project-based learning and discovery learning.

  18. Collaborative engineering experiences

    NARCIS (Netherlands)

    Ir. Peter van Kollenburg; Dr. Ir. P. Mulders; Ir. Dick van Schenk Brill; Dr. Ir. G. Schouten; Dr. J. Ochs

    2000-01-01

    In the fall of 1999, an international integrated product development pilot project based on collaborative engineering was started with team members in two international teams from the United States, The Netherlands and Germany. Team members interacted using various Internet capabilities, including,

  19. Metacognition: A Tool to Promote an Inclusive Classroom Environment for Students with Disabilities

    Directory of Open Access Journals (Sweden)

    Ana Patricia Vázquez-Chaves

    2015-09-01

    Full Text Available This essay presents metacognition as a tool to promote a classroom environment inclusive for students with disabilities. It aims at promoting reflection on the methodology to address diversity within the classroom, considering the population with disabilities as one of the major groups to bear in mind. Within the conceptual approach, inclusive education is seen as the way to address diversity in the Costa Rican education system, where education is considered a fundamental human right. The Ministry of Public Education of Costa Rica is moving from a rehabilitative approach to an inclusive education approach. Metacognition is a way to raise awareness on the pedagogical mediation within the classroom environment. This paper includes results from a series of descriptive and qualitative studies conducted at Universidad Nacional, Costa Rica, which demonstrate that many of the difficulties presented in the student population are due to methodological aspects and an inadequate delivery of the contents by the teachers. The methodology used helps us to understand the ways in which students perform the cognitive processes through metacognitive strategies. It is concluded that the teaching strategies proposed to meet the educational needs comprehensively is fundamental for achieving inclusive educational processes.

  20. The Effect of Metacognitive Listening Strategy Training on EFL Learners’ Listening Sub-skills Performance

    Directory of Open Access Journals (Sweden)

    Hassan Dousti

    2013-05-01

    Full Text Available The aim of this study is to examine the impact of metacognitive listening strategy instruction on the listening sub-skills performance of the Iranian pre-intermediate EFL learners at the Foreign Language Center, Imam Ali University. The current study has been conducted with 64 participants. They were assigned into two groups randomly, an experimental group (n: 32 and a control group (n: 32. To determine the listening comprehension ability of the participants, a listening comprehension pretest based on the listening sub-skills was administered to the participants before the experiment. Then, the experimental group received an eight-week treatment on metacognitive listening strategies. After the treatment phase, a posttest was given to the participants in both the experimental and control group. The results of the independent t-test showed that there is a statistically significant difference (3.29>2; df = 62 between the posttest scores of the experimental group and the control group. Metacognitive strategy training promoted students’ listening comprehension remarkably; therefore, it should be integrated into the listening instruction programs to help language learners become more effective listeners.

  1. The enhancement of students' mathematical problem solving ability through teaching with metacognitive scaffolding approach

    Science.gov (United States)

    Prabawanto, Sufyani

    2017-05-01

    This research aims to investigate the enhancement of students' mathematical problem solving through teaching with metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 studentswho acquire teaching mathematicsunder metacognitive scaffolding approach, while the control group consists of 58 studentswho acquire teaching mathematicsunder direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical problem solving test instruments. By usingmean difference test, two conclusions of the research:(1) there is a significant difference in the enhancement of mathematical problem solving between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and(2) thereis no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students' mathematical problem solving.

  2. Turbine and Structural Seals Team Facilities

    Data.gov (United States)

    Federal Laboratory Consortium — Seals Team Facilities conceive, develop, and test advanced turbine seal concepts to increase efficiency and durability of turbine engines. Current projects include...

  3. Insight in psychosis: Metacognitive processes and treatment

    OpenAIRE

    de Vos, Annerieke

    2016-01-01

    Insight is impaired in 50- 80% of the patients with schizophrenia. Annerieke de Vos working at GGZ Drenthe and the University Medical Hospital Groningen, aimed to elucidate which processes underlie impaired insight and tried to improve insight in patients by targeting these processes. On September 21st she will defend her thesis entitled: "Insight in psychosis. Metacognitive processes and treatment.". Patients with impaired insight may fail to recognize that things in life are not going well ...

  4. Analysis mathematical literacy skills in terms of the students’ metacognition on PISA-CPS model

    Science.gov (United States)

    Ovan; Waluya, S. B.; Nugroho, S. E.

    2018-03-01

    This research was aimed to know the effectiveness of PISA-CPS model and desceibe the mathematical literacy skills (KLM) in terms of the students’ metacognition. This study used Mixed Methods approaches with the concurrent embedded desaign. The technique of data analysis on quantitative research done analysis of lesson plan, prerequisite test, test hypotesis 1 and hypotesis test. While qualitative research done data reduction, data presentation, and drawing conclution and data verification. The subject of this study was the students of Grade Eight (VIII) of SMP Islam Sultan Agung 4 Semarang, Central Java. The writer analyzed the data with quantitative and qualitative approaches based on the metacognition of the students in low, medium and high groups. Subsequently, taken the mathematical literacy skills (KLM) from students’ metacognition in low, medium, and high . The results of the study showed that the PISA-CPS model was complete and the students’ mathematical literacy skills in terms of the students’ metacognition taught by the PISA-CPS model was higher than the expository learning. metacognitions’ students classified low hadmathematical literacy skills (KLM) less good, metacognitions’ students classified medium had mathematical literacy skills (KLM) good enough, metacognitions’ students classified high had mathematical literacy skills (KLM) very good. Based onresult analysis got conclusion that the PISA-CPS model was effective toward the students’ mathematical literacy skills (KLM). To increase the students’ mathematical literacy skills (KLM), the teachers need to provide reinforcements in the form of the exercises so that the student’s mathematical literacy was achieved at level 5 and level 6.

  5. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

    Science.gov (United States)

    Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

    2015-01-01

    Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806

  6. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

    Directory of Open Access Journals (Sweden)

    Yinghui Lai

    Full Text Available Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA and mathematical metacognition on word problem solving (WPS. We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56 with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA, typical achieving (TA, low achieving (LA, and mathematical learning difficulty (MLD. Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA than the TA and HA children, but not in mathematical evaluation anxiety (MEA. MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

  7. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

    Science.gov (United States)

    Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

    2015-01-01

    Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

  8. Metacognitive mastery moderates the relationship of alexithymia with cluster C personality disorder traits in adults with substance use disorders.

    Science.gov (United States)

    Lysaker, Paul H; Olesek, Kyle; Buck, Kelly; Leonhardt, Bethany L; Vohs, Jenifer; Ringer, Jamie; Dimaggio, Giancarlo; Popolo, Raffaele; Outcalt, Jared

    2014-03-01

    Cluster C personality disorder traits have been observed in substance use disorders and linked with poorer outcome. One potential factor which may cause these disturbances in personality function is alexithymia, or the inability to name and express emotion. There may be other proximate factors which moderate the impact of alexithymia on the expression of cluster C traits, such as metacognitive mastery, which is the ability to use knowledge about mental states of self and others to cope with distress and solve social problems. To examine the possibility that mastery mediated the effects of alexithymia on cluster C traits, we assessed each of these constructs using the Metacognitive Assessment Scale Abbreviated, Toronto Alexithymia Scale and SCID II among 58 adults in an early phase of recovery from substance misuse disorders in a residential setting. Results of a multiple regression revealed that, after controlling for symptom severity and severity of substance misuse history, metacognitive mastery moderated the effect of alexithymia on number of cluster C traits. A median split and subsequent ANCOVA revealed that participants with higher levels of alexithymia and poorer metacognitive mastery had more cluster C traits than the other groups. These findings may have clinical implications, suggesting that patients with substance use disorders may benefit from treatment which addresses metacognitive mastery. Published by Elsevier Ltd.

  9. Metacognitive deficits predict future levels of negative symptoms in schizophrenia controlling for neurocognition, affect recognition, and self-expectation of goal attainment.

    Science.gov (United States)

    Lysaker, Paul H; Kukla, Marina; Dubreucq, Julien; Gumley, Andrew; McLeod, Hamish; Vohs, Jenifer L; Buck, Kelly D; Minor, Kyle S; Luther, Lauren; Leonhardt, Bethany L; Belanger, Elizabeth A; Popolo, Raffaele; Dimaggio, Giancarlo

    2015-10-01

    The recalcitrance of negative symptoms in the face of pharmacologic treatment has spurred interest in understanding the psychological factors that contribute to their formation and persistence. Accordingly, this study investigated whether deficits in metacognition, or the ability to form integrated ideas about oneself, others, and the world, prospectively predicted levels of negative symptoms independent of deficits in neurocognition, affect recognition and defeatist beliefs. Participants were 53 adults with a schizophrenia spectrum disorder. Prior to entry into a rehabilitation program, all participants completed concurrent assessments of metacognition with the Metacognitive Assessment Scale-Abbreviated, negative symptoms with the Positive and Negative Syndrome Scale, neurocognition with the MATRICS battery, affect recognition with the Bell Lysaker Emotion Recognition Task, and one form of defeatist beliefs with the Recovery Assessment Scale. Negative symptoms were then reassessed one week, 9weeks, and 17weeks after entry into the program. A mixed effects regression model revealed that after controlling for baseline negative symptoms, a general index of neurocognition, defeatist beliefs and capacity for affect recognition, lower levels of metacognition predicted higher levels of negative symptoms across all subsequent time points. Poorer metacognition was able to predict later levels of elevated negative symptoms even after controlling for initial levels of negative symptoms. Results may suggest that metacognitive deficits are a risk factor for elevated levels of negative symptoms in the future. Clinical implications are also discussed. Published by Elsevier B.V.

  10. Detecting the norovirus season in Sweden using search engine data--meeting the needs of hospital infection control teams.

    Science.gov (United States)

    Edelstein, Michael; Wallensten, Anders; Zetterqvist, Inga; Hulth, Anette

    2014-01-01

    Norovirus outbreaks severely disrupt healthcare systems. We evaluated whether Websök, an internet-based surveillance system using search engine data, improved norovirus surveillance and response in Sweden. We compared Websök users' characteristics with the general population, cross-correlated weekly Websök searches with laboratory notifications between 2006 and 2013, compared the time Websök and laboratory data crossed the epidemic threshold and surveyed infection control teams about their perception and use of Websök. Users of Websök were not representative of the general population. Websök correlated with laboratory data (b = 0.88-0.89) and gave an earlier signal to the onset of the norovirus season compared with laboratory-based surveillance. 17/21 (81%) infection control teams answered the survey, of which 11 (65%) believed Websök could help with infection control plans. Websök is a low-resource, easily replicable system that detects the norovirus season as reliably as laboratory data, but earlier. Using Websök in routine surveillance can help infection control teams prepare for the yearly norovirus season.

  11. The use of CORE model by metacognitive skill approach in developing characters junior high school students

    Science.gov (United States)

    Fisher, Dahlia; Yaniawati, Poppy; Kusumah, Yaya Sukjaya

    2017-08-01

    This study aims to analyze the character of students who obtain CORE learning model using metacognitive approach. The method in this study is qualitative research and quantitative research design (Mixed Method Design) with concurrent embedded strategy. The research was conducted on two groups: an experimental group and the control group. An experimental group consists of students who had CORE model learning using metacognitive approach while the control group consists of students taught by conventional learning. The study was conducted the object this research is the seventh grader students in one the public junior high schools in Bandung. Based on this research, it is known that the characters of the students in the CORE model learning through metacognitive approach is: honest, hard work, curious, conscientious, creative and communicative. Overall it can be concluded that CORE model learning is good for developing characters of a junior high school student.

  12. Role of Personality Traits, Learning Styles and Metacognition in Predicting Critical Thinking of Undergraduate Students

    Directory of Open Access Journals (Sweden)

    Soliemanifar O

    2015-04-01

    The aim of this study was to investigate the role of personality traits, learning styles and metacognition in predicting critical thinking. Instrument & Methods: In this descriptive correlative study, 240 students (130 girls and 110 boys of Ahvaz Shahid Chamran University were selected by multi-stage random sampling method. The instruments for collecting data were NEO Five-Factor Inventory, learning style inventory of Kolb (LSI, metacognitive assessment inventory (MAI of Schraw & Dennison (1994 and California Critical Thinking Skills Test (CCTST. The data were analyzed using Pearson correlation coefficient, stepwise regression analysis and Canonical correlation analysis.  Findings: Openness to experiment (b=0.41, conscientiousness (b=0.28, abstract conceptualization (b=0.39, active experimentation (b=0.22, reflective observation (b=0.12, knowledge of cognition (b=0.47 and regulation of cognition (b=0.29 were effective in predicting critical thinking. Openness to experiment and conscientiousness (r2=0.25, active experimentation, abstract conceptualization and reflective observation learning styles (r2=0.21 and knowledge and regulation of cognition metacognitions (r2=0.3 had an important role in explaining critical thinking. The linear combination of critical thinking skills (evaluation, analysis, inference was predictable by a linear combination of dispositional-cognitive factors (openness, conscientiousness, abstract conceptualization, active experimentation, knowledge of cognition and regulation of cognition. Conclusion: Personality traits, learning styles and metacognition, as dispositional-cognitive factors, play a significant role in students' critical thinking.

  13. The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach.

    Science.gov (United States)

    Xu, Jian

    2017-01-01

    The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers' listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.

  14. The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach

    Directory of Open Access Journals (Sweden)

    Jian Xu

    2017-12-01

    Full Text Available The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers’ listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.

  15. Meta-cognitive beliefs as a mediator for the relationship between Cloninger's temperament and character dimensions and depressive and anxiety symptoms among healthy subjects.

    Science.gov (United States)

    Gawęda, Łukasz; Kokoszka, Andrzej

    2014-05-01

    Previous studies suggest that temperament and character may impact depression and anxiety through dysfunctional cognition. This study targets the mediating role of meta-cognitive beliefs in the relationship between Cloninger's temperament and character dimensions and symptoms of depression and anxiety. One hundred and sixty-one healthy subjects filled out Cloninger's Temperament Character Inventory (TCI), a Metacognitions Questionnaire (MCQ), the Beck Depression Inventory (BDI) and the State and Trait Anxiety Inventory (STAI). Correlation and mediation analyses according to Baron and Kenny's method were performed. Harm avoidance (HA) and self-directedness (SD) were related to depression and anxiety. HA was related to negative beliefs about uncontrollability of thoughts and to beliefs about cognitive confidence. SD was associated with the same types of meta-cognitive beliefs and with general negative beliefs. Cooperativeness (CO) was related to positive beliefs about worry, beliefs about cognitive confidence and to general negative beliefs. Self-transcendence (ST) was related to all types of meta-cognitive beliefs. Mediation analysis revealed that the relationship between HA and depression and anxiety is partially mediated by certain types of meta-cognitive beliefs. The same results were obtained for the relationship between SD and depression and anxiety. General negative beliefs fully mediated the relationship between CO and depression and the relationship between ST and anxiety. Meta-cognitive beliefs mediate the relationship between temperament and character dimension and depressive and anxiety symptoms, thus providing further evidence for the meta-cognitive theory of emotional disorders as presented by Wells and Matthews (Behav Res Ther 1996;32:867-870). Copyright © 2014 Elsevier Inc. All rights reserved.

  16. Exploring Metacognitive Strategies and Hypermedia Annotations on Foreign Language Reading

    Science.gov (United States)

    Shang, Hui-Fang

    2017-01-01

    The effective use of reading strategies has been recognized as an important way to increase reading comprehension in hypermedia environments. The purpose of the study was to explore whether metacognitive strategy use and access to hypermedia annotations facilitated reading comprehension based on English as a foreign language students' proficiency…

  17. Social anxiety and work status: the role of negative metacognitive beliefs, symptom severity and cognitive-behavioural factors.

    Science.gov (United States)

    Nordahl, Henrik; Wells, Adrian

    2017-06-24

    Psychological health has a profound effect on personal and occupational functioning with Social Anxiety Symptoms in particular having a major effect on ability to work. Recent initiatives have focused on treating psychological illness with cognitive-behavioural models with a view to increasing return to work. However, the psychological correlates of work status amongst individuals with elevated mental health symptoms such as social anxiety are under-explored. This study reports a test of unique predictors of work status drawing on variables that have been given centre stage in cognitive-behavioural models and in the metacognitive model of psychological disorder. The sample consisted of high socially anxious individuals who reported to be working (n = 102) or receiving disability benefits (n = 102). A comparison of these groups showed that those out of work and receiving benefits had greater symptom severity, higher avoidance and use of safety behaviours, greater self-consciousness, and elevated negative metacognitive beliefs and beliefs about the need to control thoughts. However, when the covariance's between these variables were controlled, only negative metacognitive beliefs significantly predicted out-of-work status. Our finding might be important because CBT does not focus on metacognitive beliefs, but targets components that in our analysis had no unique predictive value for work status.

  18. Empowerment of Metacognitive Skills through Development of Instructional Materials on the Topic of Hydrolysis and Buffer Solutions

    Science.gov (United States)

    Azizah, U.; Nasrudin, H.

    2018-01-01

    Metacognitive skills are one of the high-level thinking skills that pre-service teachers need in chemistry problem-solving. Metacognitive skills that empowered in learning focuses on how pre-service teachers participate in designing what was to be learned, monitor the progress of learning outcomes, and assess what has been learned in solving problems. The purpose of this research was (1) describe how pre-service teachers empowering metacognitive skills using developed instructional materials, and (2) describe the pre-service teacher’s response to the learning process. The research involved 22 pre-service teachers in Chemistry Education Program Universitas Negeri Surabaya, Indonesia. The design of this research was a pre-experimental research with One Group Pretest-Posttest Design. The data of the research was analyzed by quantitative descriptive. The result of the research that: (1) performance of metacognitive skills pre-service teachers have high and very high criteria in learning chemistry on each indicator includes goal setting, identify the known knowledge, determining the learning strategies, monitoring the relevance of knowledge which has been owned with learning strategies are used, monitoring the achievement of the goal in the making conclusions, and evaluating the process and outcomes of thinking, and (2) most of the pre-service teachers are willing to join to this teaching-learning activity.

  19. Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

    Science.gov (United States)

    Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

    2014-01-01

    A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used…

  20. The Role of Perceived Teacher's Support and Motivational Orientation in Prediction of Metacognitive Awareness of Reading Strategies in Learning English

    Directory of Open Access Journals (Sweden)

    Zohreh Kazemi

    2016-08-01

    Full Text Available This study aims to determine the role of perceived teacher support and motivational orientation in predicting metacognitive awareness of reading strategies in learning the English language. The sample included 425 male and female students, studying in the elementary schools in the city of Birjand, eastern Iran, in the 2014-2015 academic year. Three different types of questionnaires were distributed among these students. The questionnaires were, respectively, about the students’ perception of teacher support (Zaki, 2007, motivational orientation for English learning (Sheikholeslami, 2005, and metacognitive awareness of the study methods (Mokhtari & Richard, 2002. Multiple regression analysis was applied to analyze the obtained data. It was found that there was a direct and significant correlation between teacher support variable, and intrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies, and metacognitive awareness. Additionally, there was an inverse and significant correlation with the non-motivation variable. Furthermore, no significant correlation was observed between the teacher support variable and the extrinsic motivation variable. A direct and significant relationship was, however, spotted between intrinsic motivation, and extrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies,and metacognitive awareness; and an inverse and significant relationship was noticed between the intrinsic motivation and non-motivation variables. Moreover, there existed a direct and significant relationship between extrinsic motivation, and overall reading strategies, problem-solving strategies, reading support strategies, metacognitive awareness and it had an inverse and significant relationship with non-motivation variable. The findings demonstrated that the components of perceived teacher support and motivational orientation (extrinsic motivation, intrinsic