Cognitive Learning Strategies Research Articles

UNRAVELING THE USE OF COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES AMONG MOROCCAN EFL FIRST-SEMESTER UNIVERSITY LEARNERS

This study, drawing on the theory of metacognition as a lively research area in the field of educational psychology, is intended to explore the cognitive and metacognitive learning strategies (CMLSs) tapped by the English department first-semester university students in their learning practices. It is an attempt to evaluate the extent to which EFL learners resort to these ‘high-level’ heuristics for executing a diversity of learning-related tasks. To achieve this stated objective, this exploratory study targeted 63 Moroccan English department students. The data were gathered through the use of a ‘self-report questionnaire’ that addressed the learners’ recourse to (meta) cognitive learning strategies (CMLSs) along the continuum of their academic studies at the first-semester level. The outcomes reached manifestly exhibit that heavy reliance on cognitive strategies (CSs) and reduced dependency on metacognitive strategies (MSs) prototypically characterized the learners’ adopted processing modes in tackling differing learning tasks relatable to studying English as a foreign language (EFL). Hence, some actionable recommendations as well as a few limitations encountered in conducting this study are explicitly put forward.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0757/a.php" alt="Hit counter" /></p>

중등학생의 인지조절전략과 학업 효능감의 관계

Objectives This study empirically examined how cognitive self-regulated learning strategies influence students' academic self-efficacy, considering variations in family backgrounds.
 Methods To achieve this, data from the 1st, 3rd, 5th, and 7th waves of the Korean Educational Longitudinal Study (KELS) 2013 cohort were used, selecting data based on the inclusion of cognitive self-regulated learning strategies in surveys (2nd, 3rd, 5th, 7th waves), post-middle school time points (3rd, 5th, 7th waves), and parental demographic background surveys (1st wave).
 Results Analyzing three time points of longitudinal data, vulnerable students showed lower academic self-efficacy and cognitive self-regulated learning strategies compared to non-vulnerable students. Using a two-way fixed effects model, an increase in cognitive self-regulated learning strategies had a static effect on changes in academic self-efficacy, with a greater impact observed among vulnerable students.
 Conclusions This study suggests evidence that socioeconomic-based disparities in students' academic self-efficacy can be mitigated. The need for additional cognitive self-regulated learning strategy education for vulnerable students is emphasized.

Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students

AbstractSelf-regulated learning (SRL) encompasses cognitive, metacognitive, and motivational learning strategies and is highly relevant for academic achievement. Although students have mostly acquired high-level SRL strategy knowledge by the time they reach college, they often show deficiencies in their application of SRL strategies. In order to investigate the gap between SRL strategy knowledge and its application in more depth, it is necessary to develop instruments that assess conditional SRL strategy knowledge for the whole learning process with sufficient validity and reliability. Therefore, based on four distinct studies conducted in Germany, the development and validation of a new Strategy Knowledge Test for Self-Regulated Learning (SKT-SRL) for college students are described. Study 1 describes the development of the test and the results of expert ratings that speak in favour of the test’s content validity. Study 2, the pilot study, was undertaken to gain insight into the psychometric characteristics of the SKT-SRL, examine its relationship to other SRL assessment methods and academic achievement, and reach a sense of its validity. Studies 3 and 4 present the results of two validation studies for the SKT-SRL; they investigated its psychometric characteristics, convergent validity, factorial structure, test–retest reliability, and its relationship to academic achievement as well as other study-relevant factors. Overall, the results are promising and the SKT-SRL mostly showed sufficiently valid assessments. To conclude, the SKT-SRL is a useful tool for analysing conditional SRL strategy knowledge in college students and can be used for further research on the relationship between SRL strategy knowledge and strategy usage.

Zooming in on self-regulated learning in undergraduate remote learning during extreme conditions

Extreme conditions may require students to fine tune their remote online learning requiring knowledge about learning strategies. This form of knowledge may be captured by the term metaprocesses, which is defined as the knowledge and proficiency of cognitive (metacognition), emotional (metaemotion), and behavioral (metabehavior) learning strategies – and are hypothesized to shape learning outcomes. Undergraduate students were queried online during a COVID-19 lockdown (January 2021, N = 343, 62 % female) and again a few months later during a period of missile attacks (May 2021, N = 214, 41 % female). Path models suggest that perceived stress moderated the associations between metaprocesses and achievement outcomes (self-regulated learning, emotions, and engagement) somewhat differently for male and female undergraduate students. Robust findings provided evidence that metaemotion was positively associated with reappraisal emotion regulation of learning and metacognition was positively associated with engagement. For students low on perceived stress, metaprocesses were associated with outcomes, providing evidence that high levels of stress intrudes on coursework. Cumulative effects were found for perceived stress during the lockdown positively associated with negative deactivated emotions during the missile attacks, and negatively associated with cognitive and behavioral strategies for females. Challenges of learning during crisis may be eased when students have knowledge and proficiency about their learning strategies, suggesting potential benefits for resilience-building skills as part of academic learning.

Entwicklung und Validierung eines Instruments zur Erfassung selbstregulierten Lernens in Lernprodukten

The analysis of students’ learning products enables a behavioral diagnosis of cognitive learning strategies and provides new information for the evaluation of learning activities. The current study aims to analyze whether organization and elaboration strategies can be measured reliably in learning products and can be validated by learning success. With a newly developed coding scheme 229 lecture summaries of 24 student teachers were examined by different high-inferent categories, which enable an efficient evaluation of the learning products. For deeper insights, 94 lecture summaries of 10 students with either high or low learning success were analytically rated by means of low-inferent categories. Overall results show an interrater reliability that is substantial for high-inferent categories and very good for low-inferent categories. Significant correlations between the usage of learning strategies for the learning products and learning success (exam grades) could be found. Students with high learning success used learning strategies of nearly all categories more frequently as those with low learning success. Limitations and potentials of the approach for diagnosing and evaluating self-regulated learning processes are discussed.

The Impact of Smart Classroom Preferences on the Critical Thinking Skills of Chinese Pre-Service Teachers: The Role of Moderating Cognitive Learning Strategies

The Impact of Smart Classroom Preferences on the Critical Thinking Skills of Chinese Pre-Service Teachers: The Role of Moderating Cognitive Learning Strategies

Distributed Cognitive Learning Strategy for Cooperative–Competitive Multiagent Systems

In this paper, the distributed cognitive learning algorithm of cooperative-competitive multi-agent systems (MASs) on undirected graphs is studied, using parabolic equations as a model. Two cases are considered: without disturbance and with boundary disturbance. A bipartite consensus learning strategy is designed for the disturbance-free case, enabling agents to cognitively learn cooperative and adversarial information transmitted by their neighbors, thus reaching a synergistic consensus with other agents. For the case with boundary disturbance, an auxiliary system is first introduced and a disturbance observer is designed to estimate the disturbance. Then a cognitive learning algorithm is designed, in which agents constantly adjust their behavior by sensing the external environment to make complex behavioral decisions. Based on the proposed algorithms, the well-posedness of the closed-loop system is verified using semi-group theory, and the bipartite consensus of the MASs is discussed using Lyapunov’s direct method. Finally, the effectiveness of the proposed algorithms is verified using the finite difference method and Chebyshev spectral method.

Distributed Process Monitoring for Multiagent Systems Through Cognitive Learning

Multi-agent systems are usually large-scaled with a growing degree of intelligence and integration. Direct applications of traditional (centralized) methods will become incompetent for effective process monitoring of multi-agent systems. It necessitates the cognitive learning strategies that determine the effective interactions among subsystems or individuals. Therefore, in order to improve monitoring performance, this paper targets the development of a new distributed process monitoring method that has the cognitive learning ability by embedding an adaptive pickup rule. The proposed cognitive learning-based method can reduce the computation loads in both off-line and online phases because only necessary information exchange (or communication topology) is involved. Furthermore, the threshold used for system monitoring is obtained by developing a fast search algorithm based on statistical learning theory. Case studies on the wastewater treatment system, which can be regarded as a typical multi-agent system, demonstrate the superiority of the proposed distributed process-monitoring method.

The Application of Cognitive Teaching and Learning Strategies to Instruction in Medical Education

This study aimed to explore how cognitive learning theory can be utilized in medical education by examining teaching strategies and providing practical applications. The main findings are as follows. First, there are seven teaching strategies and specific sample activities that instructors can use based on learning processes in medical schools. These strategies include promoting the perception of sensory stimuli, maintaining divided or selective attention, reducing the cognitive load, implementing encoding strategies, facilitating information retrieval, incorporating distributed learning for retention, and utilizing metacognitive strategies. Second, this study discusses nine instructional events to which cognitive learning strategies have been applied. These events encompass gaining attention, informing learners of goals, stimulating recall of prior learning, presenting new content, providing learning guidance, offering exercises and learning activities, giving feedback, assessing performance, and improving retention and transfer. Third, principles of curriculum design have been implemented from a cognitive perspective. Fourth, case studies of instruction employing cognitive teaching strategies are discussed. Cognitive learning theory has two implications: first, if instructors in medical schools apply the results of the study to design classes and curricula, they would be able to minimize learners’ cognitive load due to ineffective teaching strategies or curricula; second, cognitive teaching strategies that aim to elicit improvements in thinking skills could provide useful teaching strategies for medical education, which aims to train experts with high-level thinking processes. In this sense, cognitive learning theory can be effectively applied in current medical education.

Learning and teaching strategies as related to language arts in China: A heterogeneity study

Based on data from a large-scale assessment of school quality in China, this study examined the differences in the impact of learning and teaching strategies on the students’ academic achievements between elementary and middle schools. Two-level hierarchical linear models and coarsened exact matching revealed three major findings: (a) Cognitive, meta-cognitive, and inquiry-based learning strategies were significant predictors of students’ academic achievements, and the effect sizes of these strategies were larger in middle schools; (b) Individualized instruction, participatory instruction, and guided inquiry teaching strategies were significant predictors of students’ achievements, and the effect sizes of these strategies were larger in elementary schools; (c) Overall teaching strategies significantly improved learning strategies, and the effects were greater in elementary schools. These findings call for more research on learning/teaching strategies to improve students' academic performance.

Impact of flipped classroom on EFL learners’ self- regulated learning and higher-order thinking skills during the Covid19 pandemic

The advent of innovative online tools has ushered in new possibilities for enhancing the quality of language learning. This study delved into the influence of the flipped classroom approach on augmenting the cognitive and meta-cognitive competence of EFL learners. Two distinct participant groups were enlisted for the study's sequential phases, necessitating varying sample sizes to compare the effects of the flipped classroom against traditional instructional modes on the improvement of EFL learners' self-regulated learning strategies and higher-order thinking. Homogeneous groups of language learners were essential for addressing the research inquiries, and participants were selected from two private language institutes in Arak, Iran. Multiple data sources, including a language proficiency test, the Self-Regulation Questionnaire, a flipped classroom attitude questionnaire, and the Higher-Order Thinking Skills Test, were employed to gather the necessary data. The results demonstrated a significant impact of flipped classrooms on learners' utilization of cognitive self-regulated learning strategies, indicating that the flipped classroom approach fosters students' development as self-directed learners. Concerning the influence of the flipped classroom on enhancing EFL learners' higher-order thinking skills, it was deduced that the flipped classroom significantly affected the learners' engagement in evaluating, analyzing, and creating. The implications of these findings underscore the potential of the flipped classroom approach to positively shape EFL learners' self-regulated learning and higher-order thinking skills, advocating for its incorporation into language education practices.

The Effect of Learning Strategies According to O’Malley and Chamot On The Learning Outcomes of Arabic Students

Arabic is often considered difficult by most students therefore an appropiate strategy is needed so that students do not find it difficult. In this case, the student learning strategy is one of components that must be considered carrefully by the teacher in improving student’s Arabic learning outcomes. Student learning strategies according to O’Malley and Chamot are divided in to 3 categories, namely metacognitive, cognitive, and affective social. The purpose of this research is to find out what strategies are used by student in learning, and the influence the student learning strategies on student learning outcomes of MAN 5 Kediri. This study used a quantitative method with an ex-post facto design. The population of this study was 230 students. While the number of samples is this study were 58 students. Sampling was determined by means of Random Sampling. The results of this study reveated that the learning strategies that were mostly used by students were cognitive strategies with an average score of 57,28. While student learning outcomes belong to the medium category. The effect of metacognitive learning strategies on learning outcomes was 4,8%, the effect of cognitive learning strategies on learning outcomes was 8,3%, and the effect of affective social learning strategies on learning outcomes was 7.1%.

EFL SUCCESSFUL LEARNERS’ PERCEPTION ON THE USE OF COGNITIVE STRATEGIES IN SPEAKING PERFORMANCE

EFL learners adopt various strategies to speak effectively. Cognitive learning strategies assist them to speak easily and comfortably. The aim of this research was to explore the most frequently used cognitive strategies which were employed by the successful learners of the Department of English, Jagannath University, Dhaka, Bangladesh, in their speaking class. In this study, a mixed-methods approach was used to collect the data. The subjects of this research were eighteen (six males and nine females) successful learners. Oxford’s (1990) SILL (“Strategy Inventory for Language Learning”) questionnaire was employed to collect the data. The interview provided answers to the questions, which was helpful to comprehend the learners’ perceptions better and to validate the quantitative data. The completed questionnaires were collected and analyzed descriptively. The result showed that the most frequently used cognitive strategy which the successful learners employed to develop their speaking skills was “I say or write new English words several times” (60%). The next most frequently used strategy was a cognitive strategy “I watch English language TV shows spoken in English or go to movies spoken in English” (46.66%). This was followed by the cognitive strategies “I practice the sounds of English” (40%) and “I find the meaning of an English word by dividing it into parts that I understand” (40%). The data will assist learners, teachers and researchers for the improvement of future teaching-learning processes.

Review of Research on Arab EFL Learners’ Motivational Language Learning Strategy-Use in the Tertiary Context

Research suggests that successful language learning requires learners to utilize effective cognitive, behavioral and affective language learning strategies (LLS). Under the impetus of Saudi Arabia’s Vision 2030, English as a Foreign Language (EFL) proficiency in an essential for adequately preparing the workforce of the future. This creates an imperative for LLs researchers to provide a contextualized and nuanced picture of the EFL learning experiences of tertiary-level Saudi EFL learners and their strategy-use. Thus, the aim of the present paper was to review LLs research within the Saudi and parallel Arab contexts to detect predominant themes, trends and gaps. To this end, 16 relevant studies undertaken between 2012-2023 were identified. The review found that the studies were largely focused on identifying perceptions and attitudes towards LLs amongst students and deployed mostly quantitative methodologies. They predominantly strove to confirm earlier studies rather than to pursue exploratory or intervention-based research trajectories that could provide deeper insights or deploy strategy-use research to address challenges faced by the learners. Based on the above, the present paper suggests an urgent need for Arab LLs researchers (particularly in the Saudi context) to undertake contextualized and actionable research of benefit to Arab (and Saudi) EFL practitioners and learners. Keywords: Language learning strategies, EFL learning, Vision 2023, Social contexts

Nuances and details in student approaches to learning in innovative secondary education using profiles

This study focuses on students’ approaches to learning, particularly in innovative learning environments. A person-oriented research perspective was chosen to search for nuances and details that add to existing knowledge on secondary students’ learning. The relation between students’ goal orientations, learning strategies, and different learning environments was investigated via questionnaires and interviews. The questionnaire study revealed four profiles of 673 students’ (meta-)cognitive learning strategies. Differences in student learning were found between students of an innovative school and students of regular schools, indicating that learning strategies are elicited by the learning environments students are confronted with. The interview study with 20 students from the innovative school illustrated their learning in learning environments typical for this school. Results revealed how students from different profiles differed in their goal orientations and learning strategies and that these differences were related to students’ need for teacher support when learning. The results of this study provide qualitative and quantitative insight in (enhancing) secondary students’ learning, doing justice to the learners as persons and individual differences.

The Case for Cognitive and Non-Cognitive Learning Strategies: Perspective of Marginalized Pakistani University Students

The study explored the differences in preferred learning strategies according to students’ academic achievement, age, area, and gender among the university students that were enrolled in various departments of the University of Loralai, Balochistan. We used the survey descriptive quantitative method of research to carry on with this study. Descriptive (mean & SD) and inferential statistics (t-test & one-way ANOVA) were used to determine the differences in the learning strategies as per academic achievement, area, age, and gender of the said University students. The convenience type of sample (N = 396) consisted of students (M= 237, F= 159) from various departments of the University of Loralai, Balochistan. A reliable measure of 17 items spread on 3 factors was used to collect data. The construct validity of the measure, which was obtained by EFA & CFA, was considered from the prior research led in Spain and KSA. The current research revealed the results that all learning strategies were used but among these, the ESS (emotional social support) learning strategy was the most favored one while the MLS (micro learning strategy) was the least favored one. Males and females were found to have significant differences in using the overall learning strategies. Age groups were also found to have significant differences in using the KMMC strategy, ESS strategy, and overall LS. Based on these findings, limitations, and recommendations were enlisted for future studies.

“Tell me what is ‘better’!” How medical students experience feedback, through the lens of self-regulatory learning

IntroductionWhile feedback aims to support learning, students frequently struggle to use it. In studying feedback responses there is a gap in explaining them in relation to learning theory. This study explores how feedback experiences influence medical students’ self-regulation of learning.MethodsFinal-year medical students across three campuses (Ireland, Bahrain and Malaysia) were invited to share experiences of feedback in individual semi-structured interviews. The data were thematically analysed and explored through the lens of self-regulatory learning theory (SRL).ResultsFeedback interacts with learners’ knowledge and beliefs about themselves and about learning. They use feedback to change both their cognitive and behavioural learning strategies, but how they choose which feedback to implement is complex. They struggle to generate learning strategies and expect teachers to make sense of the “how” in addition to the “what”” in planning future learning. Even when not actioned, learners spend time with feedback and it influences future learning.ConclusionBy exploring our findings through the lens of self-regulation learning, we advance conceptual understanding of feedback responses. Learners’ ability to generate “next steps” may be overestimated. When feedback causes negative emotions, energy is diverted from learning to processing distress. Perceived non-implementation of feedback should not be confused with ignoring it; feedback that is not actioned often impacts learning.

The Effect of Perceived Parenting Styles on Self-Regulated Learning Strategies and Motivational Beliefs

The main purpose of this study was to investigate the effect of perceived parenting styles on self-regulated learning strategies and motivational beliefs. The participants were 350 eighth grade students in a primary school. Perceived parenting styles were determined by utilizing the Parenting Styles Scale developed by Lamborn, Mounts, Steinberg and Dornbusch (1991). The students’ self-regulated learning strategies and motivational beliefs were measured using the Motivated Strategies for Learning Questionnaire developed by Pintrich and De Groot (1990). The results revealed that those dimensions of self-regulated learning related to the intrinsic value of study, self efficacy, cognitive and metacognitive self-regulated learning strategies were influenced by parenting styles. Students with authoritative parents were found to use more self-regulated learning strategies than those with authoritarian, indulgent and neglectful parents. However, the students with indulgent parents were found to use more cognitive and metacognitive strategies than those with authoritarian and neglectful parents. This study also indicated that the self-efficacy of students with authoritative parents is higher than that found among the students with indulgent, authoritarian and neglectful parents; and they experience less test anxiety than do the students with authoritarian parents.

The Correlation Between Cognitive Flexibility and Learning Strategies Adopted by Medical Students.

Background and objective The term cognitive flexibility refers to the ability of the students to adapt to a challenging environment. This quality has been found to enhance creativity and skills for innovation among medical students who are expected to face a taxing environment in clinical settings. Medical students should be competent enough to address the problems on their own and work with autonomy. The practice of self-regulated learning (SRL) can be associated with cognitive flexibility. Hence, this study aimedto determine the correlation between learning strategies and cognitive flexibility. Our primary objective was to correlate the different learning strategies adopted and cognitive flexibility among medical students. Material and methods This descriptive cross-sectional study was conducted at Sri Venkateshwaraa Medical College Hospital and Research Center, Ariyur, Pondicherry after obtaining institutional ethical committee approval. Students from the second year to the final year of the MBBS course who volunteered to participate in the study were selected based on inclusion and exclusion criteria. The Motivated Strategy for Learning Questionnaire (MSLQ), consisting of 50 items in Part B, was employed to assess SRL. Cognitive flexibility was measured using the Stroop Color and Word Test(SCWT)and Trail Making Test(TMT) Part A and Part B. Results The study included a total of 220 medical students. The mean age of the participants was 21.76 ± 1.77 years, and they had a healthy mean BMI of 21.06 ± 1.25 kg/m2. There was no significantdifference in terms of gender in the tested variables. Responses in Card "C" and Card "CW" of the Stroop test showed a significant positive correlation (p<0.001) with subscales of SRL strategies. In the TMT, the latency of Trail A showed a significant negative correlation (p<0.001) with all the subscale scores of the SRL strategies, and the latency of Trail B showed a negative correlation with rehearsal (p=0.03), organization (p=0.03), and effort regulation strategies (p=0.01) of SRL. Conclusion Implementing SRL techniques can ultimately help medical students to act more wisely and judiciously. Hence, we propose that cognitive flexibility among medical students can be enhanced by adopting SRL strategies.

Assessment academic performance in online courses: a multivariate model

Grades and other student academic indicators are the most evaluated parameters in studies about teaching and learning. However, several authors point out that these indexes, alone, are not enough to explain the students' performance. To understand the predictors that facilitate or compromise learning in higher education, it is neces-sary to consider other variables related to students, teachers, and the teaching con-text. Thus, this paper presents a multivariate model for assessing student performance in online courses. The model was tested in the context of the COVID-19 pandemic with undergraduate students in Engineering. The course was Calculus 2. Data were analyzed using multivariate statistical analysis techniques. Among the 10 variables tested in the model. Three variables were significant and showed that the students' performance in Calculus 2 was impacted by: family income, cognitive and self-regulatory learning strategies, and teachers' instructional events. The main con-tribution of the study is the construction of a multivariate model that can be replicate in other contexts. In practices, professors and managers will have inputs to better plan the disciplines and avoid increasing retention and dropout rates.