Definition Of Metacognition Research Articles

Metacognition in Nursing Students: A Concept Analysis

Purpose: The purpose of this study was to understand the concept of metacognition and related attributes in nursing students. Methods: This study used the concept analysis framework of Walker & Avant (2014). A literature search was conducted using the PubMed, CINAHL, EBSCOhost, RISS, and DBpia databases with the keywords “nursing student” and “metacognition.” In total, 49 articles were selected for this study. Results: Metacognition in nursing students is defined as understanding the acquired knowledge, environment, and self-awareness among nursing students. The antecedents of metacognition in nursing students include the teaching and learning method and personal attributes. The consequences of metacognition in nursing students are positive self-assessment, improved learning achievement, and improved practice ability. Conclusion: This concept analysis provides a definition of metacognition in nursing students. It will support a better understanding of the concept and provide basic data for nursing education and practice.

The assessment of metacognition in children aged 4–16 years: a systematic review

This article presents the results of a systematic review of methods that have been used to measure or assess metacognition in children aged 4–16 years over a 20‐year period (1992–2012). It includes an overview of the types of tool and methods used linked with the ages of the participants targeted and how metacognition and associated concepts are defined. Two thousand, seven hundred and twenty‐one records were identified through systematic searching; 525 articles or reports were full text screened, resulting in 149 included studies reporting 84 distinct tools or methods. Of these 84 distinct tools or methods, four were excluded from further analysis after appraisal for reliability, validity and replicability. The final number of methods and tools for metacognitive assessment included in the analysis is 80. The key findings of this review include: Self‐report measures (including questionnaires, surveys and tests) comprise 61% of the included tools; Observational methods that do not rely on prompting to ‘think aloud’ (Think Aloud Protocols) have only been used with students aged 9 years and under; Information about reliability and validity is not always given or given accurately for different tools and methods; The definition of metacognition in a particular study relates directly to its assessment and therefore its outcomes: this can be misaligned.

Opportunities and Challenges of Using Video to Examine High School Students' Metacognition

This article reflects on the opportunities and challenges of using digital video (DV) technology as a visual research tool in qualitative research. The ideas are derived from a multiple case study that examined ten high school students’ metacognitive thinking as they created video representations of their own. The article begins with a brief history of visual research, and an introduction to the context, problem, and definition of metacognition within the study. This is followed by a literature review that examines the use of video in qualitative research and an explanation of the research questions and methodology. As revealed by the embedded video exemplars within this paper, many instances of students’ metacognitive thinking, behavior, and feelings were inferred from video observations of students working on their video artifacts, discussing ideas with their group members, or responding to my questions. In the discussion, I explore the opportunities and challenges of drawing definitive conclusions about students’ metacognitive thinking within video imagery and the multiple possible ways of interpreting this information.

Metacognition and Reading Comprehension: Current Trends in Theory and Research

This paper reviews the recent theoretical and empirical literature relevant to metacognition and reading comprehension. The first chapter presents a definition of metacognition and considers different types of metacognitive knowledge and the interaction among these types. The second chapter is concerned with the methods of teaching cognitive/metacognitive reading strategies. The third chapter deals with the instruments for assessing students' metacognitive knowledge. The last chapter presents the conclusions drawn from the previous literature and the author's recommendations for incorporating metacognitive knowledge into reading lessons.

Metacognition: Examining the Components of a Fuzzy Concept

Metacognition loosely refers to one’s “thinking about thinking” and is often defined by its accompanying skills (such as monitoring and evaluating). Despite the tendency for researchers to use metacognition as an overarching umbrella term, cognitive and educational theorists argue as to whether metacognition is a single construct or made up of distinct, differentiable factors. Given the lack of clarity in the definition of metacognition and its potential components, the purpose of this investigation is to determine whether a two-factor model, representing knowledge and regulation of metacognition, or five-factor model, representing metacognitive knowledge, planning, monitoring, regulation/control, and evaluation, emerges following both exploratory and confirmatory factor analyses. Participants (N =644) from a select number of classes at a large Midwestern university we selected to complete the Metacognition Questionnaire, a 30 item survey designed to measure five components of metacognition that are rarely measured concurrently. An exploratory factor analysis (EFA) revealed a two-factor model resembling metacognitive knowledge and regulation. This two-factor model had Further confirmatory factor analyses (CFA) showed that the two-factor model outperformed the five-factor model based on the fit indices. This study confirms that the componential view of metacognition should be based on the same two-factor model that has been used in previous literature. Educational implications of this study are discussed.