Metacognition Levels Research Articles

The associations between mindfulness, metacognition and hba1c levels among diabetic pregnant patients: A case control study

Pregnancy, due to the diversity of lifestyle changes it leads to, may represent a period characterized by intensified stress. Women of childbearing age are at the highest risk for a number of health difficulties and complications, including glucose abnormalities. Such an occurrence often has a set of complex consequences for both the mother and the newborn. We aimed to examine how mindfulness and metacognition interact with HbA1c levels during pregnancy characterized by Gestational diabetes mellitus (GDM). One hundred pregnant women with GDM and ninety-eight healthy pregnant women were enrolled in the study. Average blood glucose levels were assessed by HbA1c monitoring. Participants completed the Hospital Anxiety and Depression Scale (HADS), DSM-5 Level 2- Anxiety- Adult measure (DSM-5 Anxiety), Five- Facet Mindfulness Questionnaire (FFMQ), and Metacognition Questionnaire-30 (MCQ-30). A negative correlation was found between HbA1c and FFMQ ?Describing? subtest, while a positive correlation was obtained between HbA1c and MCQ-30 ?Negative beliefs about uncontrollability and danger? subtest. Multiple linear regression showed an association between Mindfulness Describing subtest and HbA1c as an outcome variable. Findings imply the association between mindfulness on HbA1c during pregnancy period. Mindfulness cultivation seems to be relevant in emotional and cognitive processes in order to minimize negative stress related effects on well- being during pregnancy. Such approach may be beneficial in promoting treatment compliance among pregnant women with diabetes, but also among women experiencing low prenatal well-being.

An Investigation of Variables Predicting the Reading Literacy in Pisa 2018

This study aims to determine variables predicting students’ reading literacy in the PISA application. Turkey’s PISA 2018 sample data that consisted of 186 schools and 6890, representing 12 regions from Turkey were analyzed by conducting a two-level hierarchical linear modeling to examine students’ reading literacy at the student and school levels. The results indicated that, according to the student-level predictors, female students had higher reading literacy and the reading literacy was positively influenced by an increase in predictors of father’s education level, predictors showing metacognition levels, socioeconomic levels, parents’ emotional support to the students, reading pleasure levels, and reading attitudes. Considering the school-level predictors, deficiencies in educational materials and student behaviors hindering learning reduced achievement, whereas teacher behaviors hindering learning had a positive effect on achievement. Offering extracurricular creative activities in the school environment reduced the negative impact of the educational status of the mother to a certain extent. The sub-dimension of the metacognitive level assessment had an increased impact on reading literacy, but student behaviors hindering learning had a negative effect on it. Considering the findings, the reasons for the low level of reading literacy of students and how it can be increased were discussed.

Digital Puzzle Worksheet for Identifying Metacognition Level of Students: A Study of Gender Differences

<p style="text-align:justify">Digital puzzle worksheet (DPW) is innovative teaching material designed using open-source software such as Canva and Liveworksheets. Subsequently, puzzle games in the form of questions can improve problem-solving skills by engaging in metacognitive processes. This research used a case study method to describe the impact of applying the DPW to identify the metacognition levels of students through the assignment of contextual maths problems. The source of informants was third-grade elementary school students in West Java, Indonesia. Test instruments, observation sheets, and interviews were used, while data analysis adopted an iterative model. Furthermore, the method and time triangulation increased confidence in the resulting conclusions. The results showed that male students were at the metacognitive level of ‘strategic use’ and ‘aware use’ for females, based on the characteristics of the observed metacognitive level. The most prominent feature was identifying and determining problem-solving strategies with metacognitive awareness. The reaction of students to the DPW improved problem-solving abilities, expanded conceptual understanding, and enhanced digital technology competence. Therefore, this experience was applied when solving contextual mathematical problem assignments.</p>

The Effect of Metacognition Regulation Evaluation On Medical Student Progress

Cognition is the scientific term referring to the mental processes involved in gaining an understanding of knowledge including, judging, thinking, reasoning, knowing, remembering, and problem-solving. Objective: To observe metacognition's impact on medical students' academic achievement. Methods: It was a cross-sectional analytical study. Three medical colleges were surveyed to obtain data from second-year medical students. The data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and each student's first-year academic achievement information were collected from January to June 2021. A simple random sampling procedure. Academic performance was a dependent variable, while the metacognitive score was an independent variable. Three hundred thirty-two students participated in the survey. Results: With a correlation coefficient value of 0.257, the findings indicated a significant link between metacognition and academic success (p 0.01). Metacognition levels among medical students from various colleges are nearly identical. Conclusions: Current study findings have shown that all three dimensions are positively and strongly correlated to each other.

The Influence of Socio-Affective Learning and Metacognition Levels on EFL Listening and Speaking Skills in Online Learning

This research studied the possibility of applying socio-affective instruction in online learning in Indonesia during the pandemic. The main objectives of this study were to investigate how Socio-Affective Instruction (SAI) and metacognition levels affected the students' listening and speaking proficiency and to investigate students’ perceptions. This was experimental research with one group using a pre- and a post-test. The research sample was 41 students, with a total population of 84 students. The instruments were speaking and listening tests, metacognitive awareness questionnaires, and open-ended questionnaires. The non-parametric test was used to analyse the quantitative data, and Open Code was used to synthesize the student perceptions. The result reported significant differences between the listening and speaking pre- and post-test, indicating that SAI significantly influenced students' listening and speaking proficiency. Students with high metacognition showed a significant difference in listening and speaking proficiency, indicating metacognition's significant influence on listening achievement compared to speaking. The perceptions revealed that students valued a comfortable environment during online learning. However, online learning caused learning collaboration to have many disadvantages. The metacognition level contributes significantly to students listening proficiency. In conclusion, although the SAI was applied to enhance collaboration, students tended to work individually. On the contrary, metacognition did not influence students' speaking proficiency because students cooperated well and were much influenced by peer assistance.

Student Metacognition in Mathematics Problem Solving on Set Materials

Solving mathematical problems is an important thing in mathematics. Solving narrative problems requires complex thinking skills, namely cognitive skills and understanding of using the right methods or tactics. Awareness of students in using their thoughts to plan, control, and assess their cognitive processes and tactics is the meaning of metacognition. This research is a descriptive study that aims to describe the level of students' metacognition in solving mathematical problems, especially a set of material. The population in this study is class VII B of SMPN 2 Sukodadi. To focus on data analysis, 3 students were closed who represented problem-solving abilities, they are high, medium, and low. Based on the data analysis conducted by researchers, the subject who has a high level of mathematical problem-solving ability is included in the "reflective use" metacognition level. The subject who has a moderate level of mathematical problem-solving ability is included in the "strategic use" metacognition level, and a subject who has a low level of problem-solving ability in math problems is classified as “aware use” metacognition level. From these results, it is recommended for teachers to pay attention to the tendency of students' metacognition levels based on students' problem solving levels, both in planning, learning processes and assessment in order to realize differentiated learning.

Investigation of The Correlation between Metacognition Levels and Ruminative Thought Forms of Sports Sciences Faculty Students

Aim: The aim of this research is to investigate the correlation between the metacognition levels of the students of the faculty of sports sciences and their ruminative thought styles. Method: The research is carried out using the correlational survey model. The universe of the research consists of sports science students studying at Hatay Mustafa Kemal University, Faculty of Sports Sciences, Department of Coaching, Physical Education and Sports Teaching, Recreation and Sports Management. The sample of the study, on the other hand, is a total of 287 sports science students, 131 female and 156 male, selected by convenience sampling. Pearson correlation and regression techniques are used in the analysis of the data. Results: As a result of the research, it is determined that there is a moderately significant positive correlation between metacognitive awareness scores and ruminative thought style scores. In addition, it is determined that metacognitive awareness is a significant predictor of ruminative thought. Conclusion: Based on the results of the research, excessive control of cognitions may cause repetitive thoughts. Keywords: Sports sciences faculty, student, metacognition, ruminative thought

The Validity and Reliability of the Online Cooperative Learning Attitude Scales in the Indonesian Language

Interactive online learning requires students’ cooperation. Online cooperative learning focuses on learning activities on group cohesiveness to achieve the highest cognitive level. Students can improve their teamwork skills, problem-solving skills, social skills, self-confidence, academic success, and metacognition levels through online cooperative learning activities. The Online Cooperative Learning Attitude Scales (OCLAS) scale is a tool to measure students’ attitudes towards online cooperative learning. Education in Indonesia uses Indonesian as the language of instruction. Therefore, the adaptation of measurement tools such as OCLAS into the Indonesian language is crucial. This study aimed to adapt OCLAS into Indonesian by translating the original OCLAS into the Indonesian language and determining the instrument’s validity and reliability. The OCLAS has three main components: positive interdependence, individual accountability, and group processing for equal individual contribution. The original version contained 17 statements with responses using a Likert scale of five and seven points. We validated the OCLAS using the item-correlation method. The reliability was measured using the Cronbach’s Alpha method, which is useful for measuring internal consistency. The original OCLAS was translated into the Indonesian Language. A language center in a prominent university performed the verification of forward and backward translation of the Indonesian OCLAS. The Indonesian-OCLA was distributed to 59 students at a private university from the pharmacy and non-pharmacy study programs and 275 high school students. The validation results showed seven invalid items for pharmacy students, five invalid items for non-pharmacy students, and six invalid items for high school students. The Indonesian-OCLAS has Cronbach’s Alpha reliability with a value of 0.711 for pharmacy students, 0.791 for non-pharmaceutical students, and 0.702 for high school students. This study showed that ten out of 17 statements had good validity, and they were reliable. Therefore, we recommended the usage of the Indonesian-OCLAS toward high school and college students.

Association between Personality Traits and Metacognition among Pharmacy Students: Implication for Pharmaceutical Education

Abstract: Background: The importance of pharmacy practitioners’ personality traits in their professional development and future patient-centered pharmaceutical care practice has been widely recognized. Metacognitive skills in critical thinking, self-directed learning as a critical part of pharmacy training has been emphasized in the new pharmacy education accreditation standard. Correlation between metacognition and personality has been demonstrated in patients with personality pathology. Objectives: This work aimed to study the association between personality and metacognition among Chinese pharmacy students. Materials and Methods: A total of 130 pharmacy students voluntarily completed the 30-item Metacognitions Questionnaire (MCQ-30) and NEO Five-Factor Inventory (NEO-FFI) to measure their metacognitions and personality traits, respectively. Results: Pearson Correlations showed a strong association between metacognition and NEO-FFI conscientiousness personality trait. NEO-FFI neuroticism was found weakly but significantly positively associated with overall MCQ-30 scores, strongly positively associated with metacognitive factors “Negative beliefs about worry” and “Cognitive self-consciousness”, moderately negatively associated with “Positive beliefs about worry” or “Cognitive confidence” subscales of MCQ-30. Scores on the NEO-FFI extraversion, openness or agreeableness and the metacognitive factor “Positive beliefs about worry”, “Cognitive confidence” or “Negative beliefs about worry” were highly correlated. Conclusion: This study firstly linked pharmacy students’ personality traits to their metacognition levels, suggesting that educational interventions to develop metacognitive skills might contribute to the improvement of students’ personality traits. Key words: Personality, Metacognition, Association, Pharmacy students, Pharmaceutical education.

Applying Newman's theory of health expansion to bridge the gap between nursing faculty and Generation Z.

The Generation Z nursing student presents with a set of unique challenges from a faculty perspective since they have experienced technology and the use of screens since infancy. Nursing faculty require a different approach to this generation in order to communicate with, engage, effectively teach, and retain these students, all while revisiting their ideology of what defines student success. Newman's (1994) Theory of Health as Expanding Consciousness serves as a framework that nursing faculty can use to guide interactions and build relationships with Generation Z students to promote autonomy and critical thinking. The use of the mnemonic PROVE can help faculty outline strategies for use to improve metacognition and higher levels of consciousness in students of Generation Z. By not prescribing to students "what to think", faculty can focus on helping students learn "how to" think and attain higher levels of consciousness.

Influence of Metacognition on Academic Achievement and Learning Style of Undergraduate Students in Tezpur University

<p style="text-align:justify">A Descriptive-correlational study was sought to investigate the influence of metacognition on the academic achievement and learning style of undergraduate students. Using the survey method, data was collected from a sample of 150 undergraduate students selected through a stratified random sampling technique which includes 50 students each from the three schools namely School of Humanities and Social sciences (HSS), School of Engineering (SOE), and School of Sciences (SOS) of Tezpur University. The tools used are five-point Likert-type Metacognitive skills scale and five-point Likert-type Learning Style Inventory. Academic Achievement of the students was measured based on the semester grade point average SGPA obtained in the semester examination. The data were analyzed using percentage, simple regression, multiple regression and one-way ANOVA. The result showed that only 34-36% of the undergraduate students have above-average metacognitive skills. The undergraduate students have equal preferences in all the five learning styles rather than focusing on one learning style. There is a significant difference between metacognition levels and academic achievement of the undergraduate students of SOS, HSS and SOE. The metacognitive skill explicates only 43% variability of academic achievement of the undergraduate students which implies that the undergraduate student’s metacognitive skills influence and determines their academic achievement to some extent. However, the undergraduate student’s learning style doesn’t account for variation in metacognitive skills. Thus, it is suggested that metacognitive skills should be integrated into curricular components and learning strategy which will help the students to monitor and regulate their own learning to meet the challenges of academic society.</p>

Metacognitions of Senior High Students in Solving Mathematics Problems

This is an ethnographic qualitative research of which three main objectives are to describe the 1) advanced, 2) intermediate, and 3) low metacognition levels in solving mathematics problem. In conducting the research, purposive sampling technique was used to determine the research subjects that were the students (i.e. the students with advanced, intermediate, and low metacognition levels) of X IPA 3 class of SMA Negeri 2 Surakarta. The data were collected through observations, documentations, and interviews in which the data validity was measured using triangulation between the sources and the methods used. Afterwards, the data were analyzed inductively. The results of this research suggested that: 1) students with advanced metacognition level are able to perform all the characteristics of awareness aspect in indicator A1, three characteristics of evaluation aspect of indicator E1, and two characteristics of regulation aspect in indicator R1, 2) students with intermediate metacognition level are able to perform four characteristics of awareness aspect in A1, two characteristics of evaluation aspect in E1 indicator, and two characteristics of regulation aspect in R1, 3) students with low metacognition level are able to perform two characteristics of awareness aspect in A1, two characteristics of evaluation aspects in E1, and one characteristic of regulation aspect in R1.

Examination of Self-Confidence and Metacognition Levels of High School Students Case of Karabuk Province

The aim of the study is to determine the relationship between self-confidence and metacognition of high school students and to contribute to the development of students. The study conducted in accordance with this purpose is correlational research. 420 students from different high schools participated in the study. 48.1% (202) of the students are female and 51.9% (218) are male. It consists of 7 different high schools where the students participated in the study and studied in the province of Karabük. The research findings were expressed as n, (%), mean and standard deviation, and were considered significant at p <0.05 significance level. All statistical calculations were made in SPSS 22.0 V. statistics package program. Considering all the findings and related researches obtained, it is seen that metacognitive skill plays an important role in students' success. In addition to this, it was observed that the success levels of students who developed the metacognitive strategy increased. In modeling, teachers can draw the attention of students to this area by presenting slices from their own lives and enable them to learn their skills in this area. Based on this, education that will improve students' metacognitive skills should be provided in all educational processes.

KETERAMPILAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN SOAL OLIMPIADE MATEMATIKA BERDASARKAN LEVEL METAKOGNISI

The research aims to describe the level of creative thinking ability of students in solving mathematics olympiad problems based on students' metacognition levels by using the qualitative descriptive approach. The subjects of this study were the students at State of Junior High School (SMPN) 2 Jember involving the learning of Olympiad mathematics. The data collection was carried out based on the student's creative thinking ability test sheets, interviews, and observations. Test questions given to the students were mathematics olympiad questions. The analysis of the Miles and Huberman models were used for data analysis. The results exhibited that the level of creative thinking skills of the students in solving mathematics Olympiad questions were 29.41% (less creative), 41.18% (quite creative), 11.76% (creative) and 17.65% (very creative). On the other hand, the metacognitive level of SMPN 2 Jember students were 64.71% at level 2 (aware use), 23.53% at level 3 (strategic use) and 11.76% at level 4 (reflective use). In addition, the literatures indicate that there are several factors affectting the creative thinking skills and metacognition level, among them is an understanding of the information of the problem, compiling an appropriate strategies, skills of the chosen strategy, skills of answer elaboration, mastery of the Mathematics Olympiad material and a tendency to rely on the memorization or imitations based on previous or discussed solutions.

Metacognitive self-perception in interpreting

AbstractThe ability of interpreters to engage in metacognitive activity enabling them to self-assess the changing purpose of their task and subsequent strategies can play a pivotal role in their global attainment levels. This paper argues that developing a high degree of metacognition can be key, not only for the expert’s interpreting performance, but also for trainees’ learning processes, helping them develop a more accurate professional self-concept and better self-regulation techniques. The study, carried out with 199 interpreting trainees, tested a tool to assess self-perceived metacognition levels. The measurement tool was developed on the basis of previous relevant academic contributions to the overlapping fields of Education, Interpreting and Psychology. According to the results of a factor analysis, self-perceived metacognition in interpreting trainees can be defined as a construct made up of four dimensions: self-knowledge perception, consolidation of one’s own set of criteria, development of a macro-strategy, and task-focused flow.

A STUDY OF METACOGNITIVE STRATEGIES UTILIZED IN READING AND LISTENING COMPREHENSION: AN INVESTIGATION OF NURSING JUNIOR COLLEGE ENGLISH LEARNERS

The purpose of this study was to analyze English-learners’ metacognition when engaged in reading and listening tasks, to determine if there was a correlation between their reading metacognition and listening metacognition, and to determine if metacognition levels differed between students of basic, intermediate, and advanced English levels. One class of 50 nursing students in a 5-year nursing program was assigned to participate in this study for one semester. The learners were divided into three groups (high, intermediate, and low) based on their score on an English listening test. At the beginning of the semester, they listened to a lesson called “Dangerous Dining.” Five months later, the students were presented with the same lesson, though this time in written form rather than spoken form, and their reading comprehension was tested using the same questions. Then the learners were asked to fill out two online questionnaires: a 21-question questionnaire about their reading strategies, and a 30-question questionnaire about their listening strategies. The surveys were designed to gauge the participants’ metacognitive awareness. The results showed that there was a positive and strong significant correlation between the learners’ listening metacognitive strategy and reading metacognitive strategy, r=0. 775, p 0.01, respectively. The results revealed that there was a positive significant correlation between reading comprehension and listening comprehension for low-level learners. The intermediate and advanced language learners reported applying fewer listening metacognitive strategies to reading metacognitive strategies than the low-level language learners because they had internalized the listening/reading metacognitive strategies to experience them automatically and didn’t report the automated process. They thus used fewer metacognitive strategies. Article visualizations:

Deficits in Metacognitive Capacity Are Related to Subjective Distress and Heightened Levels of Hyperarousal Symptoms in Adults With Posttraumatic Stress Disorder

Among persons with posttraumatic stress disorder (PTSD), the severity of symptoms and concurrent distress are not fully explained by trauma severity. Interest has consequently arisen in the psychological processes that cause distress and heighten PTSD symptoms. This study accordingly sought to examine whether differences in metacognitive capacity are related to levels of emotional distress, avoidance/numbing, and hyperarousal. Participants were 48 adults with a confirmed diagnosis of PTSD. Comparison groups included 51 adults with HIV and 183 with schizophrenia. Metacognition, emotion recognition, depression, and emotional distress and levels of avoidance/numbing and hyperarousal were assessed concurrently using the Metacognition Assessment Scale–Abbreviated, the Bell Lysaker Emotion Recognition Test, the Beck Depression Inventory, and the Clinician-Administered PTSD Scale. Results revealed that the PTSD group had better ratings of overall metacognitive capacity than the schizophrenia group and specifically poorer levels of metacognitive mastery, or the ability to use metacognitive knowledge to respond to challenges, than the HIV group. Within the PTSD group, poorer metacognitive mastery was linked with greater distress and higher hyperarousal when depression was controlled for statistically. Emotion recognition was not linked with distress or symptom severity. Results are consistent with models in which symptom severity in PTSD is related to the extent to which persons can use knowledge of themselves and others to find ways to respond to distress that match their own unique needs.

An investigation of relations between pre-service teachers' metacognition skill levels and their critical thinking situations

The main purpose of this study is to investigate prospective teachers' critical thinking and metacognition levels. The study is descriptive in nature and based on relational screening model. The participants were selected using stratified sampling method which is one of the random sampling methods, and 293 teachers became the participants of the study. The data collected via "California Critical Thinking Scale" and "Metacognition Scale" were analyzed using independent groups t-test, one-way variance analysis, correlation analysis as well as the descriptive statistics. Results show that although the participants' metacognition perceptions differed according to gender in the evaluation and organization dimensions, no significant differences were found in the other dimensions. The participants' perceived critical thinking levels did not show significant differences according to the departments they attend in the seeking truth, open-mindedness, analyticalness, systematicity, curiousness and total dimensions. Critical thinking total scores were found to display a negative relationship with evaluation, organization, and metacognition total scores while they showed a positive relationship with seeking the truth, open-mindedness, analyticalness, systematicity, self-confidence, and curiousness scores.

HEMŞİRELİK ÖĞRENCİLERİNİN ÜSTBİLİŞ DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

The Investigation of Metacognition Levels in Nursing Students to Some Variables Purpose: The purpose of our study determine the metacognitice levels and the factors affecting the level of matacognition in nursing students. Methods: This is a descriptive study. The study population included 220 students who continuing education in Nursing Department of Bitlis Eren University Health School during the 2011-2012 academic year. The date of the survey in attendence and 137 students who accepted were included in the sample. Data was collecting by a questionnaire for social demographic characteristics and The Metacognitions Questionnaire-30. Results: The average age of the research group is 22.6±2.1. 58.4% of the students were male, 42.3% of the student in the third class. Metacognition scale total score of students are 77.3 ± 10.6. Metacognition scale mean score of female students are 75.0 ± 11.4, male students are 79.0 ± 9.7 (p<0.05). Analysis regarding the mathers education of students indicates that average mean scores of the level education of mathers high school and above were significantly different lower. Acoording to class and success variable not significantly different were found between scale and subgroups. Conclusion: Nursing students skills development metacognitive beliefs, academicians are recommended to help develop this skills.

The metacognition levels of students: a research school of physical education and sports at Anadolu University

Solmaz, D. (2014). metacognition levels of students: a research school of physical education and sports at Anadolu University. J. Hum. Sport Exerc., 9(Proc1), pp.S398-S408. aim of this research was to find out the perceived metacognition level of Physical Education and Sports School students at Anadolu University and to identify whether metacognition levels display significant differences in terms of various variables. subject population sample was 416 Anadolu University Physical Education and Sports School students. The Meta-Cognitions Questionnaire developed by Cartwright-Hatton and Wells and later developed the 30-item short form (MCQ-30) was used. MCQ-30 which was adapted