Level Of Metacognitive Awareness Research Articles

Similarities and differences of neuropsychological functions, metacognitive abilities and resilience in Cognitive Disengagement Syndrome (CDS) and Attention Deficit/Hyperactivity Disorder (ADHD)

It was aimed to evaluate the relationships between neuropsychological functions, self-reported metacognitive abilities, and resilience levels among children with Attention Deficit Hyperactivity Disorder (ADHD) and those with Cognitive Disengagement Syndrome (CDS) compared to healthy controls. This cross-sectional, case-control study was consisted of 36 children with CDS only, 36 with ADHD only, 33 with CDS and ADHD and 39 control children were enrolled for a total sample of 144 children. The intellectual and neuropsychological functioning of the participating children was evaluated using the WISC-IV. Metacognitive Awareness Inventory for Children(MAI-C), Emotional Resilience Scale(ERS), and Revised Child Anxiety and Depression Scale(RCADS) were used. In both Processing Speed Index (PSI) and Perceptual Reasoning Index (PRI), children with CDS had significantly lower scores compared to those with ADHD, while those with ADHD and ADHD + CDS were similar to each other and controls. Children with CDS had greater metacognitive awareness than those with ADHD only and those with ADHD + CDS, whereas controls had the greatest level of metacognitive awareness. The emotional sensitivity of children with CDS was similar to that of children with ADHD + CDS and significantly greater than that of children with ADHD and controls, while control children had the lowest levels. The results of this study suggest that metacognitive abilities and emotional resilience may be targeted in rehabilitation/therapy of children with CDS ± ADHD and that interventions targeting processing speed and perceptual reasoning in younger children with CDS symptoms may be beneficial.

Study of metacognitive awareness at the individual level of students across study programs using Rasch modeling

Evaluating students' metacognitive awareness is necessary to identify weaknesses and strengths in managing their cognition, which can help develop effective cognitive regulation to overcome academic challenges. Therefore, this research aims to examine students' level of metacognitive awareness using Rasch modeling. Survey research was conducted on 122 students at FKIP. Metacognitive awareness was evaluated using the 18-item Jr. MAI, and each item uses a 5-point Likert rating scale. Jr. MAI in the Google form is distributed for 2–3 weeks. Metacognitive awareness data was analyzed using the Logit Value of Person (LVP) approach and the Person Wright Map in Rasch modeling. The analysis results show that the distribution of metacognitive awareness shows that the majority of physics education students tend to have a higher level of metacognitive awareness, while the distribution of metacognitive awareness among elementary school teacher education students is more even across all categories. The implication of this research is the need to develop effective cognitive regulation in overcoming academic challenges through evaluating students' metacognitive awareness.

Using ChatGPT to promote research competency: English as a Foreign Language undergraduates' perceptions and practices across varied metacognitive awareness levels

AbstractBackgroundIntroducing new technologies in education sparks debates, disrupting traditional practices, and requiring teacher adaptation. ChatGPT is an example. Research explores its benefits and concerns in education, with recommendations for classroom use. Nevertheless, limited evidence supports ChatGPT as a tool for supporting English as a Foreign Language (EFL) students' research competency. Moreover, while the literature primarily focuses on the perspectives of scholars and teachers, it is essential to incorporate students' viewpoints in order to maximize the potential of this technology.ObjectivesThe present study investigated EFL undergraduates' perceptions and practices of ChatGPT as a tool for promoting their research competency. Additionally, the study examined the potential influence of metacognitive awareness (MA) levels in this context.MethodsThe study utilized a mixed‐method research design, collecting quantitative and qualitative data from 27 EFL undergraduates (12 with low MA and 15 with high MA) over one semester. Data sources included a self‐report questionnaire, self‐study log, and semi‐structured interviews.Results and conclusionsQuantitative analysis showed significant differences between low and high MA groups in their perceptions of ChatGPT (U = 37.500, Z = 2.570). Regression analysis revealed a positive correlation between MA scores and students' perceptions and practices of ChatGPT. Qualitative analysis revealed diverse perceptions and practices of ChatGPT between the high MA and low MA groups, showcasing behaviours ranging from replication to using ChatGPT as a thought‐stimulating and supportive tool, accessing supplementary information, and seeking guidance. Key factors for effective ChatGPT use included prompt formulation, systematic thinking, self‐regulation strategies, and trust in AI.

The Effect of Differentiated Instruction Method on Reading Comprehension Skills and Metacognitive Awareness Level of the Students

Bu çalışmanın amacı farklılaştırılmış öğretim yaklaşımının öğrencilerin üstbilişsel farkındalık ve okuduğunu anlama becerisine etkisini belirlemektir. Nicel yöntem araştırması olarak tasarlanan bu çalışmada yarı deneysel tasarım türlerinden biri olan tek gruplu öntest-sontest deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu Ankara ili Çankaya ilçesinde bir devlet ilkokuluna devam eden 48 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmanın verileri Dinlediğini, okuduğunu Anlamayı Değerlendirme Analitik Dereceli Puanlama Anahtarları’ndan, ilgi envanterinden, Marmara Öğrenme Stilleri Ölçeği’nden, Çocuklar İçin Üst Bilişsel Farkındalık Ölçeği A Formu’ndan elde edilmiştir. Verilerin analizinde Wilcoxon İşaretli Sıralar testi kullanılmıştır. Araştırma sonucunda farklılaştırılmış öğretim yöntemi ile desteklenen öğrenme ortamındaki öğrencilerin üstbilişsel farkındalık becerilerinin ve okuduğunu anlama becerilerinin son test lehine geliştiği tespit edilmiştir.

ROLE OF METACOGNITION IN EAP VOCABULARY DEVELOPMENT: CROSS-SECTIONAL STUDY

Metacognition is most broadly defined as higher order thinking process which presupposes active control over the cognitive processes engaged in learning. The teachers are not the only ones who should address the learning issues in the classroom, the learners should also be geared toward being aware of the thinking process as this will help them prepare in making conscious decisions about what they can do to improve their learning. Metacognition, the ability to think about one’s own thinking processes, plays a crucial role in empowering students to effectively retrieve and deploy strategies they have learned in specific contexts and apply them to other situations. When students engage in metacognitive practices, they gain a deeper understanding of how they learn, which enhances their overall learning experience and academic performance. The main objective of such attempts is to allow students to become more aware of their preferred learning strategies and to help them become more responsible for meeting their own objectives.The aim of the cross-sectional study is to investigate metacognitive strategy awareness in the context of EAP vocabulary development. Specifically, the research aims to assess the level of metacognitive strategy awareness among English learners. By employing a quantitative research approach and utilizing a questionnaire to survey 54 students of English Language and Literature at the Faculty of Philosophy in Kosovska Mitrovica, the study aims to provide an understanding of metacognitive strategy awareness in EAP vocabulary development at the tertiary level of education.

An investigation of using elaborated and metacognitive feedback strategies in interactive instructional videos

The purpose of this study is to compare the use of elaborated and metacognitive feedback strategies in interactive instructional videos in terms of undergraduate students’ engagement and metacognitive awareness levels. This study also aims to investigate undergraduate students’ evaluations of elaborated and metacognitive feedback in these instructional videos based on qualitative data. This study used a basic randomized post-test-only experimental design comparing two treatments supported by qualitative data. The participants were 52 preservice teachers who registered for an undergraduate educational technology course offered by a faculty of education. They were randomly assigned to the metacognitive and the elaborated feedback groups. The data were collected with the Short Form of the User Engagement Scale and the Metacognitive Awareness Inventory. In addition, qualitative data were collected through interviews and used to examine students’ evaluations of the elaborated and metacognitive feedback used in the interactive instructional videos. The results showed that there was no statistically significant difference between the two types of feedback in terms of students’ engagement and metacognitive awareness levels. The qualitative findings indicated that while the two types of feedback did not provide a significant superiority over each other, students viewed the two types of feedback as serving different purposes. Our findings suggest that customizing the type of feedback based on students' answers and subject mastery level, or a thoughtful integration of both types of feedback, could enhance the learning experience in interactive instructional videos.

Metacognitive Awareness Level and Achievement in Arabic Listening Skills among Secondary School Students

Metacognitive Awareness Level and Achievement in Arabic Listening Skills among Secondary School Students

The influence of metacognitive skills and critical thinking on learning success (on the example of learning English)

This study aims to identify the impact of metacognitive skills and critical thinking on learning success. The academic performance of students in the discipline «English language» was chosen as the criterion for evaluating the success of their studies. In addition, the study used the results of students' self-assessment of their English language proficiency. The study involved 104 students studying for a master's degree at Kazan National Research Technological University (Russia) and Isfahan University (Iran). To assess the level of development of metacognition among students, the Metacognitive Awareness Questionnaire (MAI) by G. Schraw and R.S. Dennison adapted by A.V. Karpov and I.M. Skityaeva was used. A questionnaire based on the Holistic Assessment of Critical Thinking (HCTSR) indicators developed by Peter A. Facione and Noreen C. Facione was used to assess critical thinking. As a result of the study, it was concluded that critical thinking has a direct correlation with the academic performance of students in the discipline «English language». At the same time, there was no statistically significant relationship between learning success and the level of metacognitive awareness in general. The study also showed that learning success is impossible without taking into account the context of the student's situation.

Using Reflective Journal Writing to Develop Undergraduates’ Metacognitive Awareness in ESL Writing

Studies have shown that many undergraduates face various challenges in ESL writing, especially academic writing. Most of the students lack the basic knowledge and skills required for them to achieve their writing task which is known as metacognition. Therefore, this study employs a reflective journal writing strategy to develop undergraduates’ awareness of metacognition in ESL writing. The study adopts a pre-and-post quasi-experimental research design with an intact class of (87) third-year undergraduates in a creative writing class. The study employed two instruments for the data collection: a writing task and a metacognitive questionnaire. Both instruments were used before and after the reflective journaling for 12 weeks. The pre-and post-test mean scores of the two instruments were compared using a paired-sample t-test. The results of the study show a significant improvement in the participants’ metacognitive awareness level and writing skills after writing the reflective journals. The study makes some recommendations for further studies and practice.

Early childhood preservice teachers' self-directed learning skills: The role of metacognitive awareness and digital literacy levels

Bilişötesi farkındalık ve dijital okuryazarlık öz yönetimli öğrenme becerilerinde önemli rol oynamaktadır. Bu çalışmanın amacı okul öncesi öğretmen adaylarının bilişötesi farkındalık ve dijital okuryazarlık düzeylerinin öz yönetimli öğrenme becerilerini ne kadar yordadığını incelemektir. Korelasyonel araştırma yöntemine dayalı olan bu araştırmanın katılımcıları Türkiye’deki dört devlet üniversitesinde öğrenim görmekte olan 259 okul öncesi öğretmen adayından oluşmaktadır. Araştırmanın verileri “Öz Yönetimli Öğrenme Becerileri Ölçeği”, “Bilişötesi Farkındalık Ölçeği” ve “Dijital Okuryazarlık Ölçeği” kullanılarak, çevrimiçi bir form aracılığı ile toplanmıştır. Pearson korelasyon analizi sonuçları okul öncesi öğretmen adaylarının öz yönetimli öğrenme becerilerinin dijital okuryazarlık düzeyleri ile arasında istatistiksel olarak anlamlı, pozitif yönlü ve orta düzeye yakın bir ilişki olduğunu gösterirken, bilişötesi farkındalık düzeyleri ile arasında istatistiksel olarak anlamlı, pozitif yönlü ve oldukça güçlü bir ilişki bulunduğunu ortaya koymuştur. Çoklu doğrusal regresyon analizi sonuçları ise, okul öncesi öğretmen adaylarının dijital okuryazarlık ve bilişötesi farkındalık düzeylerini içeren modelin öz yönetimli öğrenme becerilerine ilişkin varyansın %59’unu istatistiksel olarak anlamlı düzeyde yordadığını göstermektedir. Ayrıca, okul öncesi öğretmen adaylarının bilişötesi farkındalık ile dijital okuryazarlık düzeylerinin yordadığı ortak varyans, dijital okuryazarlık düzeylerinin öz yönetimli öğrenme becerilerine ait açıkladığı varyansın büyük miktarını oluşturmaktadır. Dijital okuryazarlık ile karşılaştırıldığında, okul öncesi öğretmen adaylarının bilişötesi farkındalık düzeyleri öz yönetimli öğrenme becerilerinin daha önemli bir yordayıcısı olduğu bulunmuştur. Elde edilen bulgular alanyazındaki ilgili çalışmalar ile tartışılmış ve hem pratiğe hem de gelecekteki araştırmalara yönelik öneriler sunulmuştur.

The Effect of Using Metacognitive Feedback Through Video-based Learning for Teaching Turn-Taking and Conversational Management

This study aims at determining the effectiveness of using metacognitive feedback through video-based learning for teaching turn taking and conversation management for second grade university students . In order to achieve this aim three hypotheses are formulated : 1-The university students have a higher level of metacognitive feedback awareness. 2-There is no significant difference in the metacognitive feedback awareness of second-grade university students based on their locality. 3-There is no statistically significant difference of video-based learning on teaching Turn-taking for university student . An achievement test is constructed and exposed to a jury of specialist for the purpose of ascertaining its face validity and coefficient formula is applied to calculate the inter scorer reliability . The sample of the study consist of one hundred student selected from second grade from educational for humanities sciences during the academic year 2022-2023 . The sample is divided into two groups A and B . Both groups are equalized in the variables of parents ' academic level and mid-year exam. The experimental design of the study involves two groups ; the control group and the experiment group. The experiment started on . Both groups are taught from unit 7 to unit 13 by the researcher herself The collected data have been analyzed by using t-test formula. Result show the following : There are no significance differences between the achievement of the control group in the pre-test and that of the post-test. There is significance differences between the achievement of the experimental group in pre-test and that of the post–test. There is significance differences between the post –test scores of the experimental group and those of the control group , and in the favour of the experimental one . Hence, the first hypothesis is accepted, whereas the second and third ones are rejected. This indicates that metacognitive feedback through video–based learning has an effective role in students' achievement in teaching turn–taking and conversation management. In light of the study findings , a number of recommendations and suggestions are put forward.

INVESTIGATING COLLEGE STUDENTS' METACOGNITIVE AWARENESS IN ENHANCING ESP WRITING PROFICIENCY

This study investigated levels of metacognitive awareness among Saudi Arabian applied college students, focusing on the impact of gender and academic majors on their writing skills. A total of 90 participants from Information Technology (IT) and Supply Chain Management majors were recruited, and data were collected through the Metacognitive Awareness of Writing Questionnaire (MAWQ). Results showed that participants had a moderate level of knowledge of cognition related to writing skills and a relatively high degree of regulation of cognition when it came to writing. Female students demonstrated higher metacognitive awareness than males, and IT students had higher mean scores on both "knowledge of cognition" and "regulation of cognition" than Supply Chain Management students. These findings have implications for educators and policymakers seeking to promote academic success and metacognitive awareness among college students, especially in terms of developing targeted interventions to improve writing skills.

How multiple levels of metacognitive awareness operate in collaborative problem solving

Metacognitive awareness is knowing about learners’ own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members’ interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS.

Metacognitive awareness, knowledge and regulation of cognition factors among Lithuanian university students

PurposeThe importance of metacognitive awareness in learning, on the one hand, and the necessity of considering demographic variables, on the other hand, have encouraged the researchers to conduct this research. This research aims to initially determine the relationship between the level of metacognitive awareness and demographic variables of students from three Lithuanian universities, such as age, gender and area of study.Design/methodology/approachThe quantitative research strategy was applied in this study using the survey with the students scoring the Metacognitive Awareness Inventory (MAI). The research involved 296 students from three universities in Lithuania. Data were analysed using statistical analysis methods to compare different groups of subjects according to selected criteria.FindingsIt became evident that two demographic variables of age and the field of study had a relationship with knowledge of cognition. Conditional knowledge had a positive relation with the variables of age and the field of study. Procedural knowledge was the second area which had a relation with the area of this study. Therefore, it maybe be concluded that under specific circumstances, declarative and procedural knowledge is at the same level of performance while conditional knowledge revealed the highest relation with metacognitive awareness. Furthermore, no statistically significant difference was found with gender in all metacognitive subcomponents despite the initial assumption.Research limitations/implicationsOne of the limitations of this study is that the research did not address the actual application of metacognitive strategies during teaching and learning. The research would benefit from in-depth class observation and triangulation of data from various sources. The teaching model should be tested in a larger population to obtain aggregated results for a vast population.Originality/valueResults are significant in identifying students' cognitive abilities which can be attributed to various factors such as creativity, which in turn may efficiently foster students' potential. Metacognitive awareness can be developed by explicitly informing students about the importance of metacognition and life-long learning. Lecturers' role-modelling induce students to continuously assess, monitor, plan and reflect on their own learning process as well as to recognize cognition along with metacognitive prompts, questions, checklists, reports and discussion of topics in the learning process.

The Effect of Intrapersonal Intelligence of Sports Sciences Faculty Students on Metacognitive Awareness

The aim of the research is to investigate the effect of intrapersonal intelligence profiles of students studying at Faculty of Sport Sciences on their metacognitive awareness levels. General screening and relational screening models were used. The research group consisted of 308 students studying at Afyon Kocatepe University Faculty of Sport Sciences in the 2021-2022 academic year. In the research, Intrapersonal Intelligence part of the “Self-Assessment Inventory in Multiple Intelligence Domains” and “Metacognitive Awareness Inventory” were used as data collection tools. Frequency values, percentage values, one-way variance analysis “ANOVA” test, Independent Samples t-test, and “Tukey HSD test” were used for data analysis. In addition, Correlation and Regression tests were applied to determine the relationships between intrapersonal intelligence and metacognitive awareness levels. In conclusion, significant differences were found between the students’ intrapersonal intelligence and metacognitive awareness levels and the procedural knowledge sub-dimension, according to the gender variable. According to the department variable, there were found significant differences between the sub-scales of planning, monitoring, and managing knowledge and the intrapersonal intelligence means, however there weren’t seen significant differences according to the branch variable. In the correlation and regression tests, it was seen a positive and significant relationship between the level of intrapersonal intelligence and the sub-scales of metacognitive awareness.

Metacognitive Awareness of Reading Strategies among Chinese EFL Tertiary Students for Quality Teaching and Learning

Effective reading skills are often viewed as the foundation to learning a foreign language as it is a ‘comprehensible input’ when learning a language. Therefore, this study aimed to examine EFL tertiary students’ metacognitive awareness of reading strategies. The study was conducted in one provincial university in China, involving 424 EFL students. The study utilised an explanatory sequential research design. Data were collected via a reading test, a questionnaire and interviews. The findings revealed that students possessed medium levels of metacognitive awareness with global and problem-solving strategies significantly affecting EFL students’ reading comprehension performance.

Okuma Stratejilerine Yönelik Üst Bilişsel Farkındalığın Problem Kurma Becerisini Yordama Düzeyi

The aim of the study was analyzing the predictive relations between reading strategies metacognitive awareness and problem posing skills of seventh grade students. Within the study, 373 seventh grade students participated. The data of the study was collected using “Metacognitive Awareness of Reading Strategies Inventory” and “Problem Posing Skills Test”. Through the analysis of the data, simple linear regression analysis was used. As a result of the study, it was determined that reading strategies metacognitive awareness levels of seventh grade students significantly predicted problem posing skills and explained 42% of the change in problem posing skills. In line with these results; it is recommended that teachers plan and implement interdisciplinary problem posing activities that include the use of different reading and problem posing strategies for the development of reading comprehension and cognitive awareness.

Development and Factorial Validation of Meta-Cognitive Awareness Inventory in Physics (MAIP) for Senior Secondary School Students in Benue State, Nigeria

Purpose: The study developed and factorial validated of Meta-cognitive Awareness Inventory in Physics (MAIP) for senior secondary school students in Benue State, Nigeria. Three research questions and one null hypothesis guided the study. Methodology: The study adopted instrumentation design. The sample comprised 1382 SSII students that offered Physics as a school subject for 2020/2021 Academic Session. The Meta-cognitive Awareness Inventory in Physics (MAIP) was face validated by five experts. Construct validation was carried out on the instrument. Coefficient of internal consistency was obtained through Cronbach’s Alpha and found to be 0.78. The research questions were answered using factor analysis, coefficient of internal consistency, mean and standard deviations. The null hypothesis was tested using independent t-test at 0.05 level of significance. Findings: The findings revealed that MAIP has 52 factorially simple or pure items and 23 factorially complex items in terms of their factor loadings. The coefficient of internal consistency of MAIP was found to be 0.98. It was also found that there was statistically significant difference in the mean meta-cognitive awareness ratings of students in rural and urban areas in favour of students in urban area using MAIP. Signifinance: It was recommended among others that Senior Secondary students should use the MAIP to determine their level of meta-cognitive awareness in Physics in both urban and rural schools. This may enable them to gain awareness and control over themselves as learners for effective learning of Physics in secondary schools irrespective of their locations.

Metacognitive awareness levels of pre-service teachers

The effectiveness of teachers' use of their metacognitive skills is closely related to the success of the learning process. Nowadays, it is imperative for students to use self-regulatory and metacognitive skills to cope with the changes happening around the world. This study seeks to determine if the metacognitive awareness levels of pre-service teachers vary when they are grouped according to gender and year level. The sample size of this study is 120 pre-service teachers enrolled in a teacher education program at a state university in the Philippines. Two instruments were utilized in this study which are the Personal Information Form and the Metacognitive Awareness Inventory (MAI) adapted from Schraw and Dennison (1994). Generally, results show that pre-service teachers’ metacognitive awareness levels were high. Independent sample t-test result shows that there is a significant difference between the pre-service teachers’ metacognitive awareness when they are grouped according to their gender. Similarly, a statistically significant difference was also found when they were grouped according to year level using one-way ANOVA. The results of this study suggest that teacher training programs should be organized with the objective of promoting the enhancement of metacognitive awareness knowledge and skills of pre-service teachers. Having high metacognitive awareness can improve the learning experience of the students; thus, it minimizes the difficulties that they may encounter. For the increased validity of the study, it is recommended to use a qualitative research approach.

Mental health meets computational neuroscience: A predictive Bayesian account of the relationship between interoception and multisensory bodily illusions in anorexia nervosa

Mental health disorders pose a significant challenge to society. The Bayesian perspective on the mind offers unique insights and tools that may help address a variety of mental health conditions. Psychopathological dysfunctions are often connected to altered predictive and active inference processes, in which cognitive and physiological pathogenic beliefs shape the clinical condition and its symptoms. However, there is a lack of general empirical models that integrate cognitive beliefs, physiological experience, and symptoms in healthy and clinical populations. In this study, we examined the relationship between altered predictive mechanisms, interoception, and pathological bodily distortions in healty individuals and in individuals suffering from anorexia nervosa (AN). AN patients (N=15) completed a Virtual Reality Full-Body Illusion along with interoceptive tasks twice: at hospital admission during an acute symptomatological phase (Time 1) and after a 12-week outpatient clinical weight-restoring rehabilitative program (Time 2). Results were compared to a healthy control group. Our findings indicated that higher levels of interoceptive metacognitive awareness were associated with a greater embodiment. However, unlike in healthy participants, AN patients' interoceptive metacognition was linked to embodiment even in multisensory mismatching (asynchronous) conditions. In addition, unlike in healthy participants, higher interoceptive metacognition in AN patients was related to prior abnormal bodily distortions during the acute symptomatology phase. Prediction errors in bodily estimates predicted posterior bodily estimate distortions after the illusion, but while this relationship was only significant in the synchronous condition in healthy participants, there was no significant difference between synchronous and asynchronous conditions in AN patients. Despite the success of the rehabilitation program in restoring some dysfunctional patterns in the AN group, prediction errors and posterior estimate distortions were present at hospital discharge. Our findings suggest that individuals with AN prioritize interoceptive metacognitive processes (i.e., confidence in their own perceived sensations rather than their actual perceptions), disregarding bottom-up bodily inputs in favour of their prior altered top-down beliefs. Moreover, even if the rehabilitative program partially mitigated these alterations, the pathological condition impaired the patients' ability to coherently update their prior erroneous expectations with real-time multisensory bottom-up bodily information, possibly locking the patients in the experience of a distorted prior top-down belief. These results suggest new therapeutic perspectives and introduce the framework of regenerative virtual therapy (RVT), which aims at utilizing technology-based somatic modification techniques to restructure the maladaptive priors underlying a pathological condition.