Metacognition Training Research Articles

Metacognitive Writing Strategy Instruction in the EFL Context: Focus on Writing Performance and Motivation

In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the control group ( n = 24) or the experimental group ( n = 26). The experimental group received a sixteen-week metacognition training program integrated into the writing course, while the control group was provided with conventional writing instruction. Data collection was performed through timed writing tasks, a second language writing motivation scale, and semi-structured interviews. The results indicated that the experimental group exhibited a significant improvement in both writing performance and motivation, in comparison to the control group. This study provides empirical evidence for the benefits of SBI in promoting students’ writing competency and motivation. The findings have important implications for researchers and educators in the field of EFL writing instruction.

Longitudinal Associations from Maternal and Paternal Internalizing Symptoms to Preschooler's Problem Behavior and Social Competence in China: The Mediating Role of Executive Function.

By using a two-year longitudinal design, the current study recruited 199 preschoolers and their parents in Beijing to examine the effects of parental internalizing symptoms (T1) on children's internalizing and externalizing problem behavior and social competence (T3), and further explore whether executive function (EF, T2) may act as the mediator. The results showed that maternal internalizing symptoms and paternal internalizing symptoms at T1 separately had significant direct predictive effect on children's internalizing and externalizing problem behavior but not on social competence at T3 after controlling family socioeconomic status. Further analysis indicated that children's inhibitory self-control at T2 mediated the association between maternal and paternal internalizing symptoms at T1 and children's externalizing problem behavior at T3, and metacognition at T2 could mediate the influence of maternal internalizing symptoms at T1 on children's internalizing problem behavior, externalizing problem behavior and social competence at T3. These findings to some extent highlight the importance of including both parents and exploring mother-father differences in effective interventions aiming to promoting child development. Metacognition and self-control skill training would be helpful to reduce children's problem behavior or to improve their social competence.

The Effect of Training Based on Metacognition and Emotion Regulation on Health Behavior Self-management of Overweight Middle-aged People

Objective: The present study was conducted to find the effectiveness of training in metacognition and emotion regulation on the health behavior self-management of middle-aged overweight people and investigate the difference in the effectiveness of training based on metacognition and emotion regulation. Methods: This research was a semi-experimental study with pre-test, post-test, and follow-up and two intervention groups and one control group. The participants were people referring to weight loss clinics in Tehran. Convenience sampling was done by inviting on social networks. The total number of the research sample was 57 people who were placed in two experimental groups of training based on metacognition (18 people), emotion regulation (19 people), and a control group (20 people). All three groups were first pre-tested for self-management of health behavior. Then, the two experimental groups received the desired intervention; metacognition training and emotion regulation, and then, all three groups were subjected to a post-test using Walker and Pender’s lifestyle questionnaire, and the results of the two experimental groups and the control group were compared. Results: The results showed that metacognition (F(2, 34)=98.987, P<0.001, effect size=0.853) and emotion regulation (F(2, 36) =118.450, P<0.001, effect size=0.868) were effective in health behavior self-management and increasing health behaviors in general. There was no significant difference between their effectiveness (P>0.211). Conclusion: There are many theories to explain the principles used in health behavior and self-management to perform health behavior and promote and educate it. This research dealt with this category from the perspective of some of the principles of the third wave of cognitive behavioral therapy, and its results can be used in the formulation of health promotion training programs in healthcare systems. This research aimed to explain some of the individual and psychological aspects of health behavior. Specifically, the results of this research can be used in the prevention and treatment of overweight in institutions engaged in this field.

Effects of a New Soft Skills Metacognition Training Program on Self-Efficacy and Adaptive Performance.

Although soft skills training is called for by many scholars and managers, empirical studies on concrete training programs are scarce and do not always have the methodological rigor that is necessary to draw meaningful conclusions about their impact. In the present research, we investigate the effects of a new soft skills metacognition training program on self-efficacy and adaptive performance. To test these effects, we conducted an experiment with a sample of employees of a large firm (n = 180). The experiment included pre- and post-measurements and a control condition. The results suggested that participating in the training led to an increase in soft skills metacognition, self-efficacy, and four dimensions of adaptive performance, compared to a control condition. Mediation analyses suggested that an increase in soft skills metacognition led to an increase in self-efficacy, which led, in turn, to an increase in adaptive performance. Theoretical and practical implications are discussed, as well as limitations.

Comparing the Effectiveness of Wells' Metacognition Training with Kabat-Zinn's Mindfulness Training on Self-Efficacy of Students with Math Anxiety

Objective: The present study aimed to compare the effectiveness of the Wells' metacognitive training with Kabat-Zinn's mindfulness training on the self-efficacy of math-anxious students. Methods and Materials: This was a quasi-experimental study with two experimental groups and a control group. The statistical population of this research included all female students in the second grade of high schools in the 6th district of Tehran during the academic year of 2021-2022. Among them, 45 students who met the entry criteria were selected through a multistage cluster sampling method and randomly assigned to two experimental groups (one receiving Wells' metacognitive training for 8 sessions of 60 minutes and the other receiving Kabat-Zinn's mindfulness training for 8 sessions of 120 minutes) and a control group who received no intervention during that time. The research instruments included the Plake and Parker's Math Anxiety Scale and Sherer et al.'s General Self-Efficacy Scale. Data analysis was conducted using descriptive statistics (central indices, dispersion, skewness, and kurtosis) and inferential statistics (multivariate analysis of covariance (MANCOVA) with SPSS-23 software. Findings: There is a significant difference between the mean of the control group and the two experimental groups in both variables. However, no significant difference was observed between the two experimental groups. Conclusion: The results indicated that both Wells' metacognitive training and Kabat-Zinn's mindfulness training are effective in improving the self-efficacy of math-anxious students and both interventions are effective. However, the effectiveness of Wells' metacognitive training was similar to Kabat-Zinn's mindfulness training on academic self-efficacy

Metacognitive training for negative symptoms: Support for the cognitive model.

Developing effective treatment options for negative symptoms of psychotic disorders remains a major unmet treatment need and area for further research. In a recent uncontrolled study by the main author, Metacognition Training (MCT) for negative symptoms was found to lead to fewer negative symptoms, less stigma and increased self-rated reflective ability. As the analysis examined negative symptoms as a whole, we here performed an additional analysis on individual negative symptom items as recent research has suggested that negative symptoms are best conceptualized through a five-factor model. It was found that the intervention led to changes specifically on sociality and blunted affect (with large effect sizes), which might reflect changes in both intrapersonal and interpersonal (meta)cognitive processes.

Comparing the Effectiveness of Wells' Meta-cognition Training with Kabat-Zinn's Mindfulness Training on Academic Procrastination of Students with Math Anxiety

Comparing the Effectiveness of Wells' Meta-cognition Training with Kabat-Zinn's Mindfulness Training on Academic Procrastination of Students with Math Anxiety

Developing Metacognition of 5- to 6-Year-Old Children: Evaluating the Effect of a Circling Curriculum Based on Anji Play.

Metacognition plays an important role in young children’s learning and daily life activities. Based on Anji Play, we designed a metacognition enhancement program named Circling Curriculum for Metacognition Training (CCMT). With a quasi-experimental design, we examined the effects of the CCMT program on the metacognition of 5–6 year old Chinese children. Two classes of 5–6 year old children were randomly assigned into an experimental group (n = 25, 10 girls, mean age = 65.92 months, SD = 3.58) and a control group (n = 22, 10 girls, mean age = 66.77, SD = 3.87). The experimental group received the three-month CCMT, while the control group received routine teaching activities without imposing any interventions. All children took the metacognition test before and after the intervention. Results indicated that (1) there was no significant difference between the experimental group and the control group in all dimensions of metacognitive ability in the pre-test; (2) the experimental group exhibited better metacognitive ability than the control group in most dimensions of metacognitive ability in the post-test; and (3) the gain scores in the metacognitive ability of experimental group were significantly higher than those of the control group. The results are very encouraging and suggest that CCMT can foster the development of the metacognitive ability of young children.

Virtual Reality and Metacognition Training Techniques for Learning Disabilities

The current research aims to investigate the effectiveness of brain-rewiring techniques applied in virtual reality environments as a pioneer intervention for people with learning disabilities and various disorders. In addition, we examine whether these VR-assisted techniques can improve metacognitive skills. Specifically, we emphasize the advantage of VR clinical hypnosis, VR neurolinguistic programming, VR subliminal training, VR fast learning, VR mindfulness, and VR breathing training. The results of this review study revealed that virtual reality provides a fertile ground for the practice of therapeutic metacognitive techniques. In addition, experimental research revealed beneficial effects on learning disabilities, cognitive impairments, autism, ADHD (attention deficit hyperactivity disorder), depression, generalized anxiety disorder, phobias, and behavioral and emotional disorders. It was revealed that VR brain-rewiring techniques constitute effective metacognitive strategies for people with various disorders. Therapists, educators, parents, and even patients could utilize VR brain-rewiring techniques at home, at school, or in the workplace to train the 21st-century meta-abilities. This study also highlights the need to create virtual metacognitive training environments to accelerate inclusion, equity, and peak performance.

The effectiveness of metacognition training on motivational beliefs and self-regulated learning strategies of students with learning disorders

The effectiveness of metacognition training on motivational beliefs and self-regulated learning strategies of students with learning disorders

The effectiveness of metacognition training on motivational beliefs and self-regulated learning strategies of students with learning disorders

Background and Aim: Learning can be considered as the most fundamental process, as a result of which, a helpless and helpless creature, over time and in interaction and physical growth, reaches a transformed person whose cognitive abilities and power of thought knows no bounds. The aim of the current research was to investigate the effectiveness of metacognitive training on motivational beliefs and self-regulated learning strategies of students with learning disabilities. Method: The current research method is practical in terms of purpose and in terms of field situation and in terms of semi-experimental method with a pre-test, post-test design was with the control group and random assignment. The statistical population of this research included all elementary school students aged 10 to 13 with learning disabilities in reading, writing and math in Juybar city in the academic year of 2019-20. Purposive sampling and 30 students were selected as a sample and then randomly assigned 15 students to the experimental group (related to metacognition training) and 15 students to the control group. The experimental group underwent metacognitive training based on Koziak's (2001) model for 10 one-hour weekly sessions; while the control group did not receive any intervention. Also, Harter's motivational beliefs questionnaire (1981) and Ryan and Connell's self-regulated learning questionnaire (1989) were used in the pre-test and post-test stages. Finally, the data were analyzed using univariate and multivariate analysis of covariance and Bonferroni's post hoc test. Results: The results showed that metacognition training has an effect on students' motivational beliefs (F=12.31; P=0.002) and self-regulation learning strategies (F=17.35; P=0.001). Conclusion: It can be concluded that metacognitive training is effective on students' motivational beliefs and self-regulation learning strategies, and this training can be used to reduce students' psychological problems.

Comparing the Effectiveness of Wells' Meta-cognition Training with Kabat-Zinn's Mindfulness Training on Academic Procrastination of Students with Math Anxiety

Background and Aim: Math anxiety is a widespread problem for all ages worldwide; In international assessments and based on studies of international planning of students, most teenagers have reported anxiety and tension in math classes and when doing math exercises; Therefore, the present study was conducted to compare the effectiveness of Wales' metacognition training with Kabat Zain's mindfulness training on academic procrastination of students with math anxiety. Methods: In this research, a quasi-experimental research method of pre-test and post-test design was used with two experimental groups and one control group; The statistical population of this research includes all female students in the second year of high school in the 6th district of Tehran in the academic year 2021-2022. 45 people who met the criteria for entering the research were selected by multi-stage cluster sampling method and were randomly and equally divided into two experimental groups and one control group. The first experimental group underwent Wales metacognition training in 8 sessions of 60 minutes, and the second experimental group underwent mindfulness training in 8 sessions of 120 minutes, and the control group remained waiting without any intervention during this time. The research tools include Pleck and Parker's math anxiety questionnaire (1982) and Solman and Rothbloom's academic procrastination scale (1984). The data analysis of this research was done in two parts: descriptive (central and dispersion indices, skewness and kurtosis) and inferential (MANCOVA) using SPSS-23 software. Results: The results showed that both Wales metacognition training and Kabat-Zinn mindfulness training are effective on the academic procrastination of students with math anxiety. Also, the results indicated that these two treatments are effective on the academic procrastination of students with math anxiety. Conclusion: The results showed that the effectiveness of Kabat-Zinn mindfulness therapy on academic procrastination and its subscales is more than that of Wales' metacognitive therapy.

Metacognition in nurse practitioner students: How nurse educators can best serve their students

AbstractThe dynamic and changing healthcare environment requires educators to prepare nurse practitioner students with more than knowledge and skills. Healthcare providers need to be prepared with enhanced skills related to critical thinking and decision making. Metacognition training has been used by many disciplines within and outside of healthcare to prepare individuals to work in an environment that has volatility, uncertainty, complexity, ambiguity, and delayed feedback (VUCAD). This retrospective exploratory study uses computerized strategic management simulation (SMS) data to address the question: What parameters of metacognition do master's level nurse practitioner (NP) students excel versus underperform? Elements of Presentation: Presentation will include SMS parameters linked with the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies. In doing this, faculty can better assess students' individualized learning needs and tailor their academic education to address specific needs. Fifty‐nine master's level students completed SMS, measuring five unique parameters of metacognition (Crisis, Task, Strategy, People & Information Management). Students' mean and median scores were observed to be high range for crisis management; and moderate range for task management, strategy management, and people management. Conversely, mean and median scores were in the low range for information management. Knowledge gained from this study can be used for curriculum development and planning to ensure that the parameters of metacognition are demonstrated throughout the curriculum's content delivery, training exercises, and evaluation methods. Knowledge related to areas in which NP students score in the low range can be added to courses to assist students better.

The Relation of Metacognition, Personality, and Foreign Language Performance

Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.

Opening Black-Box of Teaching-Practice: Pre-service Teachers’ Learning from the Hidden Curriculum Perspective

The main purpose of the study is to reveal the hidden learning-outcomes gained through teaching practice of pre-service teachers regarding hidden curriculum (HC) perspective. After a nine-week teaching practice course, the pre-service teachers (n=11) attended to a single case study. An interview related to their in-class learning experiences was implemented. Finally, based on the HC, a deductive content analysis was conducted. Results indicated that totally 11 learning themes were determined. Even though themes have a complex structure on their own, they explicitly show that hidden learning outcomes reflect three basic learning domains as “learning to learn (LL)”, “learning the profession (LP)” and “learning to be an expert (LBE)”. As a conclusion, the results have been discussed in terms of HC, teachers’ professional development, the teaching profession, metacognition, and official teacher training curriculum (OTTC) perspectives.

Community reintegration following holistic milieu-oriented neurorehabilitation up to 30 years post-discharge.

The primary goal of neurorehabilitation for individuals with acquired brain injury (ABI) is successful community reintegration, which commonly focuses on home independence, productivity, and social engagement. Previous research has demonstrated that holistic treatment approaches have better long-term outcomes than other treatment approaches. Holistic approaches go beyond the fundamental components of neurorehabilitation and address metacognition and self-awareness, as well as interpersonal and functional skills. The present study aimed to examine community reintegration of individuals with ABI who completed holistic milieu-oriented neurorehabilitation at the Center for Transitional Neuro-Rehabilitation (CTN), Barrow Neurological Institute (BNI) at up to 30-years post-discharge. We evaluated (a) functional independence, (b) productivity and driving status, and (c) psychosocial profiles of the brain injury survivors. Participants included 107 individuals with ABI with heterogeneous etiologies who attended holistic milieu-oriented neurorehabilitation between 1986 and 2016. These participants completed the Mayo-Portland Adaptability Inventory-4 (MPAI-4) and a long-term outcome questionnaire (LOQ) specifically developed for this study. The results demonstrate that 89% of participants were productive at up to 30 years post-discharge (73% engaged in competitive work and/or school) after excluding the retired participants. Almost all of the participants who were engaged in work and/or school reported using compensatory strategies on a long-term basis. Furthermore, only 14% out of 102 study participants were driving at the time of program admission; whereas 58% out of 96 were driving at the time of discharge; and impressively, 70% out of 107 participants were driving at the time of follow-up. Regression analyses revealed that older age at the time of injury, shorter duration between injury and treatment, and better functionality indicated by lower MPAI-4 Ability Index scores significantly predicted a return to driving status at the time of study participation. Psychosocial data from the LOQ revealed positive findings with respect to patients' marital status, living situation, income, and quality of social life. The findings from this study suggest that functional gains made during holistic neurorehabilitation have enduring effects and that patients can benefit highly from holistic milieu therapy beyond the early post-acute phases of their recovery. Additionally, they provide evidence that there is potential to return to driving, years after treatment completion.Our holistic milieu treatment approach addressing metacognition, self-awareness, social and coping skills training, and actively transitioning to community settings, is thought to have contributed to the exceptional and long-lasting outcomes in this study.

One shock after another; simulation can prevent fixation errors: A case report

Introduction: Safety is essential in all the anesthesiologists’ activity. Anesthesiology pioneered the use of simulation in training. Human factors play a big part in critical incidents. Understanding and identifying key cognitive errors specific to anesthesiology is the first step in metacognition training and strategies to prevent these errors and improve patient safety.
 A 64y female patient, ASA III, submitted to emergency laparotomy with right hemicolectomy. Surgery went uneventful until wound closure. After metamizole administration, the patient had had generalized skin rash, hypoxemia, bradycardia and hypotension, treated as an anaphylactic shock. In the recovery room, she had another episode of severe She had cardiac arrest. Advanced life support was successful. Ecofast (acronym for “The Focused Abdominal Sonography for Trauma Scan") revealed intraperitoneal fluid compatible with massive hemoperitoneum. Hemorrhagic shock was treated with exploratory laparotomy and hemodynamic support with progressive improvement.
 It is important to note that a possible fixation error could have delayed the diagnosis of the hemorrhagic shock that overlapped the first anaphylactic shock and culminated in cardio-respiratory arrest. Fixation errors occur when one focuses only on one factor rather than other equally relevant and more predictable ones. Training through simulation increases awareness of potential problems in routine and non-routine settings and allows faster skill acquisition and recognition of problems. ACRM programs where the CRM model is applied to anesthesiology, allows the teaching and training of team behaviors in crisis situations. 
 Citation: Husson N, Carreira C, Babo N. One shock after another; simulation can prevent fixation errors: A case report. Anaesth pain & intensive care 2019;23(4)__

Metacognition in a Foreign Language Reading Context

This study aimed to examine readers’ metacognition and motives for practicing metacognition in a foreign language learning context. Readers’ metacognition was measured by Metacognitive Awareness Inventory and semi-structured questions were developed to study the effects of metacognition training. Findings confirmed that metacognitive individuals pertain reading to comprehension or goal attainment and they know physiological, cognitive, and affective dynamics might impact their performances. Metacognitive readers might hold an understanding of meta-reading; reading skills and dynamics that facilitate and interfere with performances might transfer across languages. Following the training, participants’ self-awareness increased. Their motivation and interest to read in a foreign language was impacted positively. Lastly, although metacognitive readers were aware of that strategic reading may be, initially, cognitively demanding; such readers still continue practicing metacognition for efficiency with time, effectiveness with comprehension and learning, and pleasure of awareness and self-confidence. Keywords: metacognition; EFL; reading; self-awareness; training.

Investigation the Effect of Metacognition Training on Distance Education Students’ Metacognitive Awareness Levels

Araştırmanın amacı üstbiliş eğitimi alan ve almayan uzaktan eğitim öğrencilerinin üstbiliş seviyelerinin incelenmesidir. Uzaktan eğitim öğrencilerinin üstbilişsel farkındalık seviyelerinin tespiti için statik grup karşılaştırmalı desen uygulanmıştır. Araştırmanın örneklemini Atatürk Üniversitesi Açıköğretim Fakültesi 1. sınıf öğrencilerinden 307 kişi oluşturmaktadır. Üstbiliş eğitimi için eğitsel yazılım geliştirilmiştir. Eğitsel yazılım ile üstbiliş, üstbilişin özellikleri ve önemi, üstbiliş bileşenleri, üstbiliş stratejileri ve örnekleri Öğretim Yönetim Sistemi (ÖYS) üzerinden öğrencilere aktarılmıştır. Çalışmada veri toplama aracı olarak üstbiliş eğitiminin öğrencilerin üstbilişsel farkındalık seviyelerine etkisini incelemek için “Bilişötesi Farkındalık Envanteri” kullanılmıştır. Veriler bağımsız t-testi ile analiz edilmiştir. Çalışma sonucunda üstbiliş eğitiminin uzaktan eğitim öğrencilerinin üstbilişsel farkındalık seviyeleri üzerinde etkili olduğu görülmüştür.

Jumping to conclusions at first onset of psychosis predicts longer admissions, more compulsory admissions and police involvement over the next 4 years: the GAP study.

Jumping to conclusions (JTC), which is the proneness to require less information before forming beliefs or making a decision, has been related to formation and maintenance of delusions. Using data from the National Institute of Health Research Biomedical Research Centre Genetics and Psychosis (GAP) case-control study of first-episode psychosis (FEP), we set out to test whether the presence of JTC would predict poor clinical outcome at 4 years. One-hundred and twenty-three FEP patients were assessed with the Positive and Negative Syndrome Scale (PANSS), Global Assessment of Functioning (GAF) and the probabilistic reasoning 'Beads' Task at the time of recruitment. The sample was split into two groups based on the presence of JTC bias. Follow-up data over an average of 4 years were obtained concerning clinical course and outcomes (remission, intervention of police, use of involuntary treatment - the Mental Health Act (MHA) - and inpatient days). FEP who presented JTC at baseline were more likely during the follow-up period to be detained under the MHA [adjusted OR 15.62, 95% confidence interval (CI) 2.92-83.54, p = 0.001], require intervention by the police (adjusted OR 14.95, 95% CI 2.68-83.34, p = 0.002) and have longer admissions (adjusted IRR = 5.03, 95% CI 1.91-13.24, p = 0.001). These associations were not accounted for by socio-demographic variables, IQ and symptom dimensions. JTC in FEP is associated with poorer outcome as indicated and defined by more compulsion police intervention and longer periods of admission. Our findings raise the question of whether the implementation of specific interventions to reduce JTC, such as Metacognition Training, may be a useful addition in early psychosis intervention programmes.