Metacognitive Knowledge Research Articles

Fostering self-regulated learning skills through flipped learning strategy projects: an exploration of pre-service teachers' experiences in Indonesia

Introduction. Developing self-regulated learning (SRL) skills is essential today as it enables students to take control of their learning, fosters critical thinking, and equips them to meet the evolving demands of modern education. This study explored the perceptions, challenges, and SRL skill acquisition of pre-service Islamic Studies teachers at the State University of Padang, Indonesia, who implemented flipped learning strategy (FLS) projects during their early field practice. Study participants and methods. Eighty-five students at the Faculty of Social Science, State University of Padang, participating in the graduation project in teaching Islamic Studies Course were involved in this study. A mixed-methods approach was employed, utilizing a questionnaire, unstructured interviews, and written reflections. Descriptive statistics, including means, standard deviations, and ranks, were used to summarize questionnaire responses. Inferential statistics, such as reliability analysis with Cronbach's alpha, were applied to measure internal consistency. Additionally, SPSS was used for data analysis, including coding qualitative data from interviews and reflections. Results. The findings revealed overwhelmingly positive perceptions towards FLS implementation, with participants acknowledging its potential for enhancing technological skills, effective time management, and learner engagement. However, challenges such as learner resistance to out-of-class assignments and subject-specific barriers were identified. Qualitative data analysis highlighted the development of multifaceted SRL skills, including cognitive engagement, metacognitive knowledge, resource management, and motivational beliefs. Participants demonstrated proficiency in rehearsal, elaboration, organization, critical thinking, planning, monitoring, peer learning, time management, and intrinsic drive cultivation. The quantitative analysis supported these findings, revealing that the implementation of the Flipped Learning Strategy (FLS) significantly improved various aspects of the participants' teaching practices. Key indicators included a high mean score (M = 4.74, SD = 0.59) for the importance of technological proficiency and meticulous planning, as well as substantial improvements in technological skills (M = 4.51, SD = 0.75), professional development (M = 4.25, SD = 0.96), and promotion of higher-level thinking skills (M = 4.25, SD = 0.83). Overall, the quantitative data underscored the positive impact of FLS on enhancing pre-service teachers' competencies and fostering a supportive and interactive learning environment. Conclusion. The study underscores the transformative potential of FLS projects in fostering SRL skills and innovative pedagogical practices in Islamic Studies teacher education programs. Both qualitative and quantitative analyses revealed significant improvements in technological skills, professional development, and higher-level thinking skills among participants. Despite challenges like learner resistance to out-of-class assignments, the findings advocate for integrating FLS in teacher education to better prepare future educators.

THE RELATIONSHIP OF METACOGNTIVE KNOWLEDGE WITH METACOGNITIVE AWARENESS IN STUDENTS

The 2013 curriculum requires students to demonstrate metacognitive proficiency. The alignment of knowledge and metacognitive awareness can assist students in achieving the learning objectives in the national curriculum. This study aimed to ascertain whether there was a correlation between metacognitive knowledge and metacognitive awareness among students. This study employed a correlational design research methodology. The instruments used to gather data including a set of 5 questions involved in testing students’ metacognitive knowledge. Meanwhile, The Metacognition Awareness Inventory (MAI) which comprised of 52 items was employed to assess metacognitive awareness. The correlation between metacognitive knowledge and awareness can be measured using the Product Moment correlation coefficient. The findings of this study indicated that there was a positive correlation between metacognitive knowledge and awareness yet it was relatively low (0.110).

Predicting Climate Change Mitigation Behavior in Chinese Families: Effects of Metacognitive Climate Knowledge and Biospheric Values

(1) Background: Climate change mitigation behavior has become a critical area of research, particularly in understanding how family contexts influence such behaviors. However, there is limited empirical comparison of theoretical models explaining this behavior in Chinese families. (2) Purpose: This study aims to compare the effectiveness of three models—the Theory of Planned Behavior (TPB), the Value–Identity–Personal Norm Activation Model (VIP-NAM), and an extended TPB model—in predicting climate change mitigation behavior within Chinese families. (3) Methods: Data were collected from 302 Chinese families in Zhejiang Province. Partial least squares structural equation modeling was used to perform the data analysis in this study. (4) Results: The extended TPB model, incorporating biospheric values, personal norms, and perceived behavioral control, demonstrated superior explanatory and predictive capabilities compared to the TPB and VIP-NAM models. However, metacognitive climate knowledge did not significantly moderate the intention–behavior relationship. (5) Conclusion: The findings underscore the importance of integrating values and norms into theoretical frameworks for better understanding of climate change mitigation behavior. (6) Implications: This study provides insights into designing family-centered interventions and highlights the need to address the intention–behavior gap. Future research should explore additional contextual and cultural factors influencing these behaviors in Chinese families.

Impacts of different gamified problem-solving integration approaches on elementary math: an engagement and metacognitive knowledge perspective

This mixed-method study investigated the effects of two distinct gamified problem-solving integration approaches on student engagement and metacognitive knowledge in elementary mathematics contexts. Data collected from 59 elementary students revealed varied impacts across three types of engagement (behavioral, affective, cognitive) and metacognitive knowledge dimensions (self, task, strategy). Interviews with teachers and students provided insights into these outcomes, highlighting how specific game mechanics influenced different types of engagement and metacognitive knowledge under the two approaches. The findings offer practical implications for future gamification integration in elementary mathematics, including considerations for the selection and timing of game mechanics to optimize learning outcomes.

Revealing the dominant metacognitive activities of high school students in solving central tendency and dispersion problems based on gender

Research on the relationship between gender and metacognition in mathematical problem-solving has yielded inconsistent findings. Some studies suggest that gender influences metacognitive activities, while others report no significant differences. This study seeks to explore metacognitive activities during each stage of statistical problem-solving among two 12th-grade students with contrasting gender expressions: a feminine-expressing female and a masculine-expressing male. The instruments utilized in this research include the Bem Sex Role Inventory (BSRI) gender questionnaire, a mathematical ability test, a statistical problem-solving task, and an interview guide. Data collection was conducted in two phases: the BSRI questionnaire and mathematical ability test were used to classify participants, followed by problem-solving tasks and semi-structured interviews to capture their metacognitive processes. Employing a descriptive exploratory design with a qualitative approach, the study applied thematic analysis to organize and interpret data from task performance and interview transcripts. These findings were further synthesized into hierarchical diagrams to illustrate the dominance of metacognitive components at different problem-solving stages. Results indicate that the feminine-expressing female predominantly utilized metacognitive knowledge, specifically declarative knowledge, during the problem-understanding phase. In contrast, the masculine-expressing male demonstrated more reliance on metacognitive regulation, particularly in planning and monitoring, during the problem-implementation stage. These findings underscore the importance of developing inclusive curricula and differentiated teaching strategies to enhance metacognitive skills across diverse student populations.

How Do Famous Artists Write about Their Metacognition, Self-Regulation and Creative Problem-Solving?

Creative metacognition, creative self-regulation, and creative problem-solving are three key concepts stemming from distinct psychological traditions. However, all three involve planning, monitoring, regulation, and self-evaluation in the creative process. Therefore, the objective of the present study was to describe and compare how these three models are exhibited in the cases of five professional artists, as depicted in their autobiographical writings. The artists were selected based on maximum-variation sampling to represent different artistic fields: Stephen King, Salvador Dalí, Patti Smith, Terry Gilliam, and Arnold Schwarzenegger. A theory-driven thematic analysis, using the Metacognitive Awareness Inventory, the Creative Self-Regulation Questionnaire, and Mumford's model of Creative Problem-Solving, revealed both commonalities and differences in the ways these artists apply metacognitive knowledge, and self-regulatory and problem-solving strategies in their creative processes. Furthermore, the study identified several elements not included in these models, such as the need for a psychologically safe environment, the roles of extrinsic and intrinsic motivation, and the perceived value of creativity.

Incorporating structured metacognitive training into an undergraduate anatomy classroom.

Metacognition includes the processes that learners use to plan, monitor, and assess their learning and is tied to academic performance and growth-oriented attitudes toward learning. Learning anatomy presents challenges to learners at all levels, and for many, necessitates a change in learning strategies and metacognitive awareness. We sought to examine whether structured metacognitive training situated in an undergraduate anatomy course could improve these skills. At the beginning and end of the course, students completed the Metacognitive Awareness Inventory (MAI) and several short free response questions. Individually matched pre-and post-course MAI scores were compared using paired-sample t-tests. The authors conducted a directed content analysis for the free response questions using the "knowledge of cognition" (KC) and "regulation of cognition" (RC) domains and their associated subcategories. All three KC subcategories showed statistically significant increases from pre- to post-course questionnaires. Effect sizes were small to moderate. Only two of five RC subcategories showed significant differences between pre- and post-course questionnaires: Information Management strategies and Evaluation. Directed content analysis revealed that students displayed an increase in metacognitive knowledge, particularly in the KC domain. Although RC developed for some learners, others also had insightful comments about challenges in this area-particularly regarding planning, motivation, and focus while learning independently. These results show that metacognitive training in an undergraduate anatomy course can improve students' metacognitive awareness. However, more targeted, specific strategies may be useful to develop students' metacognitive regulation.

SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics

BackgroundSES is a well-established predictor of academic achievement. However, not all students perform according to their SES-background and the predominantly variable-oriented body of research has neglected the investigation of constellations of SES and academic achievement differing from the commonly reported correlational links. AimsThis study adopted a person-centered approach to identify different SES-achievement patterns and to compare them in terms of individual psychological characteristics. SampleData were collected from an SES-diverse sample of 171 French ninth-graders (Mage = 14.40 years). MethodWe applied latent profile analysis (LPA) to (a) identify the various profiles when considering SES and academic achievement in a national standardized exam, and (b) investigate differences between the profiles regarding individual student characteristics (i.e., school well-being, academic self-concept, text anxiety, executive functions, and metacognition). ResultsLPA revealed 4 profiles: Group 1 (‘resilient achievers’, 19.9% of the sample) was characterized by below-average SES but above-average achievement, Group 2 (‘expected high achievers’, 42.1%) by above-average SES and achievement, Group 3 (‘expected low achievers’, 12.9%) by below-average SES and achievement, and Group 4 (‘underachievers’, 25.1%) by above-average SES and below-average achievement. ‘Resilient achievers’ displayed higher school happiness, better working memory and metacognitive knowledge than ‘underachievers’, and higher academic self-concept than ‘underachievers’ and ‘expected low achievers’. ConclusionsOverall, these results suggest that academic resilience of low-SES students is related to socio-emotional, cognitive, and metacognitive resources that should be fostered in all students to promote academic achievement.

Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy

AbstractAlthough learning approaches are designed to enhance individuals' ability to store and retrieve information, not all of them are considered effective. The goal of the present study was to experimentally compare the test performance as well as the accuracy of metacognitive judgements of a multiple text reading group, rereading group, and single reading group in a one-day vs. one-week delayed test (3 × 2 between subject design). A total of 186 psychology students (Mage = 20.76) participated in the experiment focused on reading comprehension, accuracy of metacognitive judgments and knowledge retention. Results of the knowledge test indicate that in the one-day delayed test, multiple text reading and rereading yield similar results: both deliver slightly better results than single reading. In the one-week delayed test, though, multiple text reading yields better results than rereading, and both these reading approaches outperform single reading. Moreover, multiple text reading results in fairly robust knowledge retention with only a slight decrease in scores between the one-day delayed and one-week delayed test. Regarding metacognitive monitoring, judgements of learning in the multiple text reading group remained relatively stable after each reading and participants were underconfident about their knowledge. In the rereading group, judgements of learning increased after each reading and participants were overconfident about their knowledge, especially on the one-day delayed test. These findings have implications for educational practices aimed at enhancing learning outcomes and promoting effective learning.

Assessing metacognitive knowledge in subjective decisions: The knowledge of weights paradigm

Subjective, multi-attribute choice decisions – such as whom to marry or which college to attend – play a substantial role in decision makers’ long-term well-being. However, the metacognition literature lacks tools for assessing metacognitive capacities in subjective decisions. We present three studies in which we propose and validate the Knowledge of Weights (KoW) paradigm, a novel method for assessing metacognitive knowledge of attribute weights in subjective, multi-attribute choice decisions. In Study 1, we demonstrate the test-retest reliability of metrics generated by the KoW paradigm. In Study 2, we apply the KoW paradigm in four domains and show that it generates consistent results. In Study 3, we demonstrate that participants who perform better on the KoW paradigm make choices with which they are more satisfied, providing suggestive evidence of predictive validity. Use cases in cognitive psychology and beyond are discussed.

Analysis of Students' Questioning Skills During Discovery Learning: A Descriptive Study Based on The Revised Bloom's Taxonomy Framework

The problem in this study is the lack of questioning skills based on cognitive process dimensions and knowledge dimensions. This research aims to analyze questioning skills through students' written work using the revised Bloom's Taxonomy framework, specifically the cognitive process and knowledge dimensions. The participants were 32 students (15 males and 17 females) from class XI MIPA 3 at a high school in Bandung. This descriptive study employed documentation analysis using Google Forms for individual questions and worksheets for group questions. The results depict students' cognitive processes at the levels of remembering, understanding, applying, analyzing, evaluating, and creating as 18.25%, 47.44%, 9.49%, 18.25%, 2.92%, and 3.65%, respectively. In terms of knowledge dimensions, the percentages for factual, conceptual, procedural, and metacognitive knowledge were 24.82%, 72.99%, 2.19%, and 0%, respectively. It can be concluded that questioning based on cognitive processes is distributed across all levels from remembering to creating, while questions based on knowledge dimensions are predominantly conceptual.

Identification of Relationship between Meta Cognition and Misconceptions

This study investigates the complex interplay between meta cognition and misconceptions within the educational context, focusing on implications for effective teaching and learning strategies. Aligning with India's National Education Policy (NEP) 2020, which advocates for a transition from rote memorization to in- depth understanding, this research explores the concurrent presence of misconceptions and meta cognition in elementary science education. Meta cognition, the process of reflecting on one's cognitive processes, and misconceptions, or predefined notions that impede authentic learning, are analyzed through influential frameworks, including those developed by Flavell and Nelson and Narens. The MASRL model by Efklides is also incorporated to understand the interplay of meta cognitive knowledge, control strategies, experiences, task characteristics, and learning outcomes. The study highlights the impact of misconceptions as cognitive barriers and their influence on meta cognition, emphasizing the need for effective educational strategies. The literature review explores existing research on meta cognition and misconceptions, showcasing how meta cognition acts as a cognitive mirror, enabling learners to navigate and rectify misconceptions. This research has significant educational implications, highlighting the importance of cultivating self-directed learning, critical thinking, and evidence- based study strategies to enhance academic outcomes. The study concludes by emphasizing the dynamic interplay between meta cognition and misconceptions, offering insights for educators and researchers to design interventions fostering accurate conceptual understanding in learners.

Pedagogical conditions for the formation of metacognitive knowledge and experience in younger schoolchildren

Pedagogical conditions for the formation of metacognitive knowledge and experience in younger schoolchildren

Metacognitive Involvement and Critical Thinking in Technical Students in Information Environment

Metacognitive involvement in activities and critical thinking are the soft skills students require as a basic adaptation resource in information environment at university, in life, and at work. This research explored the correlation between metacognitive involvement and critical thinking which university students of technical specialties used to navigate information environment. The study involved 58 male and 12 female fourth-year students (21.26 ± 0.47 y.o.) of the Penza State University, Penza, Russia. The list of methods employed included scientific review, survey, testing, and Spearman’s correlation analysis. The survey involved the following questionnaires: Metacognitive Involvement in Activity (G. Schraw, R. Dennison, 1994; eight-factor version by E. I. Perikova, V. M. Byzova, 2022); Critical Thinking Test (J. Kincher, 1990); author’s own questionnaire of Students and Information Environment (N. N. Krylova, 2024). The correlation analysis revealed strong relationships between nine indicators of metacognitive involvement in activities and critical thinking (p ≤ 0.001 and p ≤ 0.01). The Structure of Error Correction factor of metacognitive involvement depended on such a parameter of information environment as the input intensity. The metacognitive involvement in activities correlated with the students’ assessment of mental and information load in the curriculum, e.g., the Metacognitive Knowledge factor correlated with the mental and information load in Physics and Mathematics while the Error Correction Structure factor was associated with the load assessment in technical disciplines. In addition, some individual parameters of information environment correlated with the students’ assessment of mental and information load. In this study, metacognitive involvement in activities correlated with critical thinking in university students as they interacted with information environment because these phenomena are not isolated psychologically from each other.

Role of Academic Procrastination on Metacognition of senior Secondary School Students of Central Kashmir

Procrastination is a universal phenomenon that affects most people in a variety of contexts. Academic procrastination is so common that it calls for systematic study that first identifies risk factors for academic procrastination and then looks at potential solutions, such metacognition, to lessen it. Metacognition is comprised of metacognitive control and metacognitive knowledge. Metacognitive control refers to the capacity to govern and to regulate one’s cognitive processes while metacognitive knowledge refers to the awareness of one’s own cognitive processes [1] have found that Metacognition is crucial in understanding and forecasting procrastination. This study aims to find the effect of academic procrastination and its dimensions on metacognition of senior secondary school students. For the study a sample of 383 individual subjects were taken. The sample was further divided into 180 males and 203 females. Academic Procrastination scale by [2] and Metacognitive Awareness Inventory Scale by [3] were utilized for this study. The findings demonstrate that academic procrastination and its aspects significantly impact adolescents’ metacognition.

2022 개정 특수교육 기본 교육과정 수학과 성취기준 분석: Bloom의 신교육목표분류학에 기초하여

Objectives This study aims to provide implications for the achievement standards of the basic curriculum for mathematics in the 2022 Revised Special Education Basic Curriculum by analyzing them based on Bloom's revised taxonomy of educational objectives. Methods To this end, a total of 182 mathematics achievement standards of the revised 2022 special education basic curriculum were analyzed for five grade groups and five mathematics areas based on Bloom's new taxonomy of educational objectives. Results First, the achievement standards for each grade were analyzed. As a result, among Bloom's knowledge dimensions in all grade groups, ‘factual knowledge’ was the highest with 104 (57.1%), and among the cognitive process dimensions, ‘Understanding’ was the highest with 89 (48.9%). A binary classification analysis of knowledge and cognitive process levels, the achievement standards for remembering factual knowledge were found in 55 achievement standards(30.2%). There were no achievement standards for ‘Meta-cognitive knowledge’, ‘Evaluation’, and ‘Create’. Second, as a result of analyzing the achievement standards by mathematics area, ‘Factual knowledge’ was the highest in the knowledge dimension with 45 achievement standards (48.9%) for numbers and operations, 28 (87.5%) for shapes, and 24 (92.2%) for measurement. ‘Conceptual knowledge’ was the highest with 12 (70.5%) in the regularity area and 9 (60%) in the data and probability area. In the cognitive process, ‘Remember’ was the highest with 29 (31.5%) in the number and calculation areas and 18 (56.3%) in the measurement areas was the highest with 17 achievement standards (65.3%), the regularity area with 7 achievement standards (41.1%), and the data and probability area with 9 achievement standards(60.0%). There were no achievement standards for ‘Meta-cognitive knowledge’, ‘Evaluation’, and ‘Create’. Conclusions Based on the results of this study, implications for the development of mathematics achievement standards of the basic curriculum for special education and suggestions for future research were made.

Metacognitive instruction: central aspects of pre-service and novice in-service teachers’ knowledge and professional development

ABSTRACT This study addressed the challenges faced by pre- and novice in-service teachers coping with metacognition in the context of teaching higher order thinking (HOT). Our purpose was to reveal and characterize the participants’ metacognitive knowledge and pertinent pedagogical knowledge. We followed pre- and novice in-service teachers who participated in a preparation course for teaching HOT and metacognition, examining both their planning for and actual application of metacognitive instruction in the classroom. We used mainly qualitative research methods, including an open-ended questionnaire, and a thematic analysis of lesson plans, classroom observations, and interviews. we found that most of the participants were able to apply the knowledge studied in the course to develop new learning activities aimed at promoting students’ metacognitive thinking. Novice teachers were also able to apply metacognitive instruction in their classrooms. Participants tended to integrate metacognitive instruction in familiar, traditional teaching patterns rather than in more progressive ones and exhibited several additional challenges that are specific to metacognitive instruction. The implications for preparing and supporting prospective and beginning teachers for metacognitive instruction are discussed.

The Impacts of Computer-Assisted Translation Tools on Learning Autonomy of Students in English Translation Courses

Computer-assisted translation (CAT) tools have played an important role in professional translation work. Nevertheless, integrating CAT tools in translation training effectively has remained a conundrum in educational institutions. This research investigates the impact of CAT tools on the learning autonomy of English-majored students in translation courses. Several CAT tools were employed in the training process of 64 students majoring in English translation for 10 weeks. The Learner Autonomy Perception Questionnaire was used to collect quantitative data for pre-test and post-test. Qualitative data was also collected from 15 individual interviews. Findings reveal that the integration of CAT tools has positive impacts on components of learner autonomy, including belief about teachers’ role, metacognitive knowledge, metacognitive skills, and freedom, but it has no significant influence on motivation. Furthermore, although CAT tools facilitate opportunities to foster self-confidence, independence of learning and critical thinking skills, they may cause an over-reliance on technology and a lack of creativity and sense of ownership. Accordingly, several teaching implications are drawn in this study.

How a Short Writing Course Affects Self-Regulated Writing: A Multi-Motivational and Cognitive Perspective

ABSTRACT Successful writing requires self-regulated writing because of the complex and demanding nature of writing. Self-regulated writing is based on the interplay of metacognition and motivation. In order to enable students to become better self-regulated writers, certain metacognitive and motivational characteristics such as metacognitive strategy knowledge, self-efficacy, intrinsic task value, mastery orientation and writing beliefs can be promoted. This article presents the results of a study in which a short tutor-led course attempted to change these characteristics in students. Positive changes were found in metacognitive strategy knowledge, self-efficacy, and writing beliefs. We discuss the role of metacognitive strategy knowledge and point out that its role in established models of self-regulated writing is still too unspecific.

Metacognitive Knowledge: The Effect of Strategy Evaluation Matrix on University Students’ Reading Comprehension Performance

Understanding written texts is problematic for many university students studying English as a Foreign Language. It is not just about having an extensive vocabulary; students also need tools and strategies to comprehend expository texts. One such tool is the Strategy Evaluation Matrix (SEM), which integrates cognitive strategies and metacognitive knowledge. Research has shown that SEM significantly enhances students' reading comprehension performance. By utilizing SEM, students can improve their understanding of written texts. This study aims to investigate the impact of SEM on students’ reading comprehension performance. To achieve this, a post-test-only nonequivalent control group design was used. Two intact groups from the first semester at the Faculty of Languages, Letters, and Arts, Kenitra, Morocco (FLLAK) were selected. The sample consisted of 66 students in both the control and the experimental groups, using a convenient sampling technique. Data for this study were collected using a TOEFL iBT reading comprehension practice test (i.e. the post-test). Results were analyzed using SPSS version 29 and indicated a significant difference between the experimental and the control groups. Students who were instructed to use SEM while reading and answering comprehension questions scored higher compared to those who did not use it. Therefore, employing SEM in reading comprehension indicates that our educational system should consider integrating psychological tools and theories in the teaching and learning of English as a Foreign Language, specifically in the domain of reading comprehension.