Testing a Framework for Teaching Self-Regulation Skills in Private Violin Instruction

This article builds upon our prior work, contributing to the growing literature addressing development of metacognitive skills in law students. Metacognitive skills include knowledge of strategies that impact thinking and learning, and regulation of thinking and learning related to specific learning tasks. Metacognitive skills are important for learning in law school as well as for successful lawyering. Herein we describe an empirical study of first-year law students that addresses four primary research questions: (1) What level of metacognitive knowledge and regulation do law students demonstrate when they enter law school? (2) Do law students’ metacognitive knowledge and regulation change during the first semester of law school? (3) Is there a relationship between law students’ academic performance and metacognitive knowledge and regulation? (4) Does instructional intervention impact law students’ metacognitive knowledge and regulation? In addressing these questions, we refined the qualitative instruments from our prior study to better capture the interplay between metacognitive knowledge and regulation. In so doing, a metacognitive “space” emerged that provides a visual tool for other researchers interested in assessing student metacognitive skills. We posit that the metacognitive “space” may further serve as a tool for instructors to promote development of metacognitive skills in students, and for students to self-reflect and intentionally regulate their learning. We found that most students enter law school lacking metacognitive knowledge but with some metacognitive regulation skills. The majority of students ended their first semester with knowledge. However, metacognitive knowledge was not associated with course performance nor was there an effect of instructional intervention on metacognitive knowledge. Metacognitive regulation, specifically use of strategies identified as most effective in law school, was associated with course performance, as was overall level of metacognitive regulation. While there was no effect of instructional intervention on the level of metacognitive regulation, intervention did result in more students reporting use of strategies such as fact patterns, hypotheticals, and working practice problems, strategies supporting both success in law school and successful lawyering. The article concludes with a discussion of the implications of the work for legal education and future directions for study and practice of metacognition. NOTE: Appendices are available upon email request from the authors.

BackgroundThe importance of motivation regulation in medical students is highly significant due to their unique educational circumstances, such as clinical exposure. However, the role of clinical exposure in learning motivational self-regulation skills in students has not been explored thus far. This current study aims to investigate the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model.MethodThis study was descriptive-analytical research conducted in 2022 on medical students. Data collection involved two questionnaires including Meta motivational Strategies in Medical Students Questionnaire and Maastricht Clinical Teaching Questionnaire. The research comprised two stages including measuring motivational self-regulation strategies in students before entering the clinical exposure phase, and simultaneous measurement of clinical exposure based on the student’s viewpoint and their motivational self-regulation strategies at the end of the first term of clinical exposure.ResultsThe results revealed a significant relationship between six dimensions of the cognitive apprenticeship model, including modeling, coaching, scaffolding, reflection, exploration, and learning environment, with motivational self-regulation strategies. However, there was no significant relationship between the articulation dimension of the cognitive apprenticeship model and motivational self-regulation strategies.ConclusionClinical exposure indirectly enhances students’ metacognitive skills. Observing the behavior of clinical faculty in the clinical exposure setting leads to the improvement of motivational self-regulation strategies in medical students.

Metacognitive skills are vital for empowering students, especially in subjects like biology that are intertwined with scientific activities. Science process skills are crucial for enhancing the learning process in science. This study aimed to assess the impact of STEM e-modules in Biotechnology on metacognitive and science process skills among students in the industrial agricultural sector, particularly those with low academic proficiency. The research followed a quasi-experimental, non-equivalent control group design with a pretest-posttest research structure. The study population comprised public high schools in Jember, with class XII students from SMAN 1 Jember selected as the sample through cluster random sampling and class equivalence testing using ANOVA. Data collection involved essay tests, and prerequisite tests ensured homogeneity and normality. Hypothesis testing employed a two-way ANCOVA at a 0.5% significance level. The findings revealed that significant differences in metacognitive and science process skills when STEM e-modules were used in Biotechnology material, variations in metacognitive and science process skills based on students' academic abilities, and an interaction between STEM e-modules and academic ability on metacognitive and science process skills. This research suggests exploring the effects of STEM Biotechnology e-modules and academic ability on other dependent variables.

Low metacognitive abilities and high-level thinking cause students to have difficulty understanding genetics course material. This research aims to analyze the effectiveness of PBLRQA, PBL, and RQA strategies on students' metacognitive and higher-order thinking skills. This research uses a non-equivalent control group pretest-posttest design. Sampling was carried out on 118 students consisting of four classes using saturated sampling techniques. The research instruments used were observation sheets on lecturer and student activities, essay-based metacognitive skills tests, and multiple-choice tests on high-level thinking skills. Lecturer and student activity data were analyzed based on the percentage of indicators categorized as high and very high syntactically. Data on metacognitive skills and higher-order thinking were analyzed using the Normalized Gain and Independent Kruskal Wallis tests. Research findings show that implementing PBLRQA, PBL, and RQA strategies is ineffective in improving students' metacognitive and higher-order thinking skills. To follow up on these findings, further research is needed to explore the involvement of learning styles and social support on students' metacognitive skills and higher-order thinking skills, focusing on implementing PBLRQA and RQA strategies.

Recibido: 05 de noviembre del 2018Aprobado: 10 de diciembre del 2018El propósito del presente artículo es analizar las habilidades metacognitivas en estudiantes de 5to medio en Santiago de Chile. La investigación se sustentó en los postulados teóricos de Caballero (2010), Woolfolk (2006), Castejón (2009), Crozier (2001), (2012), Hernán (2014), entre otros. El estudio se enmarcó como descriptivo, con un diseño de campo, no experimental y transeccional. La población estuvo conformada por un total de ciento diecinueve (119) sujetos, estudiantes de quinto (5to) medio de las Instituciones objeto de estudio. Los resultados mostraron que los estudiantes consideran altamente adecuado las habilidades de evaluación, así como la orientación a la acción frente a la volatilidad como habilidad metacognitiva. Se concluyó que las habilidades metacognitivas son altamente adecuadas en opinión de los estudiantes, por lo que se recomendó fortalecer la capacidad metacognitiva de los estudiantes mediante del incentivo al uso de dispositivos en el proceso enseñanza aprendizaje.

Metacognitive skills which provide regulation and management of students’ intellectual activity in the process of their self-education are of great importance, especially in the context of the learner-centered education paradigm in the global information space, with its focus on the self-study and self-development of an individual. In this regard, the article aimed to analyze the development of metacognitive skills in first year students by means of educational technologies in ESP classes at technical university in Ukraine. As shown by the results of the study, educational technologies can be successfully used for the development of such metacognitive skills as self-directed learning skills, collaboration skills, self-management skills, self-reflection skills in first year students studying ESP at university level. The educational technologies used in our study – the Moodle platform, WebQuest, blogs and wikis, Google Classroom, Quizlet – confirmed their efficiency as a useful tool for the development of metacognition since they provide the learning environment which makes it possible for students to organize and control their learning, make decisions, reflect on the results of their learning experience and make necessary changes and adjustments if necessary.

This chapter provides a general overview of the role of metacognition in science education. First, a distinction is made between metacognitive knowledge and skills. Metacognitive knowledge refers to the knowledge about the cognitive system, while metacognitive skills concern the regulation of cognitive processes. The historical roots, the nature of processes involved, the development and acquisition, and assessment methods are discussed for both concepts. It is argued that adequate metacognitive knowledge is prerequisite to the acquisition of metacognitive skills. Metacognitive skills, in turn, are the main determinant of learning outcomes. A comprehensive theory of metacognitive skills as self-instructions is presented, indicating that metacognitive skillfulness is not merely a response to anomalies in task performance but also includes the active, self-induced regulation of problem-solving and learning behavior. Next, the role of metacognitive skills in science education is discussed from the perspective of various learning processes involved in task performance. That is, from the perspective of how metacognitive skills are enacted in reading text, problem-solving, inquiry learning, and writing. It appears that metacognitive skills for orientation, planning, monitoring, and evaluation are equally important for these learning processes in science education. Finally, implications for the instruction of metacognitive skills are discussed. The chapter emphasizes the recurrent problems with the “fuzziness” of the concept “metacognition” and of its constituents. Nevertheless, it provides a concise review of many of the main approaches to metacognition that appear in the literature.

Metacognitive skill is acknowledged as one of the factors that can influence the cognitive learning. The link between metacognitive skill and cognitive learning outcomes can be investigated through the use of the specific instructional strategies. Thus, many previous studies had interested to scrutinise it. However, there has been little discussion on the relationship of metacognitive skill and cognitive learning outcome in learning Animal Physiology. This study is a correlational study that revealing the relationship metacognitive skill of student with the cognitive learning outcomes by Vee diagram as a learning strategy. The study was conducted for one semester. The population of this project was college student of Animal physiology FPMIPA UPI Bandung Indonesia, while the sample was single class that was taught by using Vee Diagram-based learning strategy. The findings highlight there is a relationship between metacognitive skill of college students with cognitive learning outcomes in the application of scientific learning. The regression equation based on the results of the data analysis is y = 0,493x + 20.37 with the reliability value of 0.529 which means the contribution of students’ metacognitive skill on the cognitive learning is 52.9%, while 47.1% are other factors beyond metacognitive skill. In conclusion, the findings of this study indicate that students’ metacognitive skill associated with the cognitive achievement in Vee-Diagram-based learning strategy in Animal Physiology module.

The study was a descriptive research aimed to describe students’ metacognitive skill based on their learning style. The study population was all first year students (n=150) in academic year 2016/2017 Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Indonesia. The sample were 82 students chosen through simple random sampling. The data was collected by using questionnaire adapted from MAI (Metacognitive Awareness Inventory) and SEMLI-S (Self Efficacy and Metacognition Learning Inventory-Science), and the learning style questionnaire. The research data were analyzed descriptively. The results of the study showed that (1) the learning style of biology students were visual, auditory, combination, and kinesthetic, (2) the metacognitive skills of biology students were well developed and (3) the metacognitive skills of biology students with visual, auditory, kinesthetic, and combinations were generally well developed. It was concluded that, biology students have the same metacognitive skill in all learning styles. The implications of these findings indicate that metacognitive skills of students need to be developed through learning process.

Metacognitive skills are required for students to manage and keep track of their understanding of fact-finding and concept-building by scientific process skills. This research aims to determine the correlation between metacognitive skills and students' scientific process skills on cell-based bioprocessing topics. The population of this study were all class of XI MIPA in one of SMA Negeri Kota Tasikmalaya. The research samples were 30 students from class XI MIPA 2 selected based on the purposive sampling method. The research instruments used contained an essay test consisted of 21 questions with indicators developed by Tawil and Liliasari to examine the scientific process skills. In contrast, the questionnaire adapted from the Metacognitive Awareness Inventory consisted of 50 positive statements with 4 Likert-scale-based alternative answers to examine the metacognitive skills. The normality and linearity test are conducted before performing the hypothesis test as a prerequisite. The hypothesis testing based on bivariate correlation and regression with an α of 0.05 showed a positive correlation between the two variables. The correlation coefficient with a value of 0.544 represents a moderate correlation between the two variables. The determination coefficient shows the contribution of 29.6% from the metacognitive skills in students' scientific process skills on cell-based bioprocessing topic.

Using transformative learning theory to develop metacognitive and self-reflective skills in pharmacy students: A primer for pharmacy educators

Metacognitive skills is seen as one of the factors that influence the cognitive learning. Relations metacognitive skills and cognitive learning outcomes can be achieved through the use of specific instructional strategies. Thus the relationship has been much studied. However, the study of the relationship of metacognitive skills and cognitive learning outcomes in learning Animal Phyisiology is still lacking. This study is a correlational study revealing the relationship metacognitive skills of college student with cognitive learning outcomes on the use of learning strategies based on Vee diagram. The study was conducted during the semester. The study population was college student of Animal fisiology FPMIPA UPI Bandung Indonesia. Samples taken as a single class taught using learning strategy based on Vee Diagram . The results show that there is a relationship metacognitive skills of collegee students with cognitive learning outcomes in the application of scientific learning. The regression equation based on the results of the data analysis is y = 0,493x + 20.37 with the reliability value of 0.529 which means donations metacognitive skills of college students on the cognitive learning is 52.9%, while 47.1% are other factors besides metacognitive skills. Conclusions based on these results that the colllege student metacognitive skills associated with cognitive achievement on the use of learning based on Vee diagram.

Self-efficacy and metacognition skills are two essential variables in achieving learning goals. However, the correlation between the two variables has yet to be discovered. This study aims to analyze and describe the significant effect of self-efficacy on the metacognition skills of high-class elementary school students. A quantitative research method with an ex-post facto or causal-comparative approach was used in this study. The study population was 88 students, and the sample was 72 students. Data were collected using questionnaires and documentation studies. Data analysis techniques used descriptive statistics and simple linear regression. Based on the results of the analysis, it is obtained that the hypothesis test states that there is a positive and significant correlation between self-efficacy and metacognition skills in high-class elementary school students through the Pearson correlation test, a significance value of 0.00 is obtained, which means it is smaller than 0.05, namely 0.00 <0.05, with a positive correlation of 0.784. So that when viewed from the existing degree guidelines, the Pearson correlation is strongly correlated. The obtained value of 10.573 means more significant than the t table value of 1.66629, namely 10.573 > 1.66629, with the acquisition of the regression equation Y = 12.822 + 0.713, which implies that self-efficacy is positively correlated with students' metacognition skills. So self-efficacy affects metacognition skills.

The research with the aim to know the difference of metacognitive and scientific writing skill of students at ecology topic in biology instruction learned by project-based learning (PjBL) and guided discovery learning (GD) models in class X Madrasah Aliyah Swasta (MAS) Al-Wasliyah has been done. This research is quasi experiment designed as nonequivalent pretest-postest control group design. Reseach sample was determined by cluster random sampling. Class XA was taught with a project-based learning model and XB class with guided discovery learning model. The research instrument used questionnaire for metacognitive skill and description test for scientific writing skill. Data analysis was done by using t student test. The research results showed that there was significant difference of metacognitive skills of students who taught by project-based learning and guided discovery models (tcount = 2.05; P = 0.04) and there was also significant difference of scientific writing skill of students who taught by the project-based learning and guided discovery models (tcount = 2.21; P = 0.03). The research result recommends the implementation of project-based learning model at ecology topic in biology learning process in order to improve the metacognitive and scientific writing skills of the Indonesia students.

Gender Differences in Metacognitive Skills. A Study of the 8th Grade Pupils in Romania