Metacognitive Abilities Research Articles

Performance assessment: Improving metacognitive ability in mathematics learning

This study aims to examine the improvement of metacognitive abilities in learning mathematics through a variety of formative assessments. The study applied an experimental approach with a pre- and post-tests control group design. Six classes of students were chosen by cluster random sampling as the sample, with two classes serve as the experimental group with performance assessments, two classes serve as the comparison group with essay assessments and two additional classes serve as the control group with multiple choice assessments. The instrument to measure metacognitive ability was developed specifically for the pre-and post-tests. The gain score was analyzed using a one-way ANOVA and continued with the Scheffe test. The study discovered that students who participated in learning with formative assessments of performance showed the highest levels of metacognitive skills followed by those who participated in learning with formative assessments of essays and those who participated in learning with formative assessments of multiple-choice questions came in third. These findings lead to the conclusion that formative assessment of performance has a positive effect on improving metacognitive abilities. According to the characteristics of learning mathematics, this situation might happen because the performance evaluation includes activities that are difficult, comprehensive and associated with daily life. In addition, performance assessment also has intrinsic value because it requires students to organize and present material in their own way. It is recommended that mathematics teachers use formative performance assessments in order to enhance cognitive capacities.

Neuroimaging Signatures of Metacognitive Improvement in Sensorimotor Timing.

Error monitoring is an essential human ability underlying learning and metacognition. In the time domain, humans possess a remarkable ability to learn and adapt to temporal intervals, yet the neural mechanisms underlying this are not clear. Recently, we demonstrated that humans improve sensorimotor time estimates when given the chance to incorporate previous trial feedback ( Bader and Wiener, 2021), suggesting that humans are metacognitively aware of their own timing errors. To test the neural basis of this metacognitive ability, human participants of both sexes underwent fMRI while they performed a visual temporal reproduction task with randomized supra-second intervals (1.5-6 s). Crucially, each trial was repeated following feedback, allowing a "re-do" to learn from the successes or errors in the initial trial. Behaviorally, we replicated our previous finding of improved re-do trial performance despite temporally uninformative (i.e., early or late) feedback. For neuroimaging, we observed a dissociation between estimating and reproducing time intervals. Estimation engaged the default mode network (DMN), including the superior frontal gyri, precuneus, and posterior cingulate, whereas reproduction activated regions associated traditionally with the "timing network" (TN), including the supplementary motor area (SMA), precentral gyrus, and right supramarginal gyrus. Notably, greater and more extensive DMN involvement was observed in re-do trials, whereas for the TN, it was more constrained. Task-based connectivity between these networks demonstrated higher inter-network correlation primarily when estimating initial trials, while re-do trial communication was higher during reproduction. Overall, these results suggest that the DMN and TN jointly mediate subjective self-awareness to improve timing performance.

Strategic Factors Skills for Solving Hots Science Questions for Batik Junior High School of Surakarta Grade 8th

This correlational quantitative research aims to examine the relationships among metacognition ability, literacy ability, and High Order Thinking Skills (HOTS) in Science problem-solving among eighth-grade students at Batik Surakarta Middle School in 2023. Utilizing a simple random sampling technique, 168 students were selected as the sample. Data on metacognitive abilities, literacy skills, and HOTS Science problem-solving skills were collected through questionnaires. The analysis employed multiple linear regression with SPSS 25. The findings indicate a positive and significant correlation between metacognition abilities and HOTS Science problem-solving skills (regression coefficient: 1.311, effective contribution: 78.9%, relative contribution: 81.1%). Additionally, there is a positive and significant relationship between literacy skills and HOTS Science problem-solving skills (regression coefficient: 0.192, effective contribution: 18.27%, relative contribution: 18.8%). Collectively, these two independent variables contributed 97% to the variance in HOTS Science problem-solving skills, while the remaining 3% was influenced by unexamined variables. This research emphasizes the importance of metacognition and literacy in enhancing students' HOTS Science problem-solving abilities

Enhancing Students' Metacognition via AI-Driven Educational Support Systems

As the penetration of digital technology deepens and the demands for educational modernization grow, attention is increasingly being drawn towards the application of artificial intelligence (AI) in the field of education. Especially in educational practice, the optimization of students’ learning experiences and the enhancement of their metacognitive abilities through AI technology have captivated the interest of numerous educators and scholars. Metacognition, which represents a core skill in student self-regulation and self-management, has a significant impact on student learning outcomes and quality. However, current educational support systems primarily rely upon traditional methods of data collection and analysis, which have limitations in terms of real-time responsiveness, granularity, and comprehensiveness. The present research aims to investigate the integration of AI technology with a specific focus on the learning process through educational support systems and the development of a cooperative teaching interaction model. This will ultimately enhance the development of students’ metacognitive abilities more effectively.

How emotions are related to competence beliefs during mathematical problem solving: Differences between boys and girls

This study, grounded in Control Value Theory, aimed at increasing insight into how the emotions of enjoyment and anxiety shape students' situated math competence beliefs. Additionally, we investigated gender differences in these effects. An online survey including mathematical problems with corresponding competence belief ratings, and questionnaires regarding math-related emotions was filled out by 866 ninth-grade students. Ordinal mixed effects modelling revealed that after correcting for actual performance, emotions contributed (modestly) to students' competence beliefs: enjoyment was positively related to competence and anxiety had a negative relation. The strength of these relations was not affected by gender, but boys did report higher situated math competence beliefs than girls, despite a lack of gender difference in actual performance. Boys also showed higher math enjoyment and lower anxiety than girls. Our findings underline the need for interventions that improve girls' attitude towards mathematics and refute the math gender stereotype. Educational relevance and implications statementIn this study we investigated factors related to ninth-grade students' situated competence beliefs in math. We found that first and foremost actual performance predicted competence beliefs, showing students' metacognitive abilities. But we also found that the emotions of math enjoyment and math anxiety affected these beliefs, and that boys held higher competence beliefs than girls, while their math performance did not differ. This suggests that a situated intervention, aimed at showing girls at the item level how often their answers are correct and stimulating them to hold positive beliefs could boost their confidence in their STEM abilities, and possibly enhance their motivation to pursue a STEM career.

The effects of musical feedback training on metacognition and self-directed learning.

Metacognition and self-directed learning are key components in educational research, recognized for their potential to enhance learning efficiency and problem-solving skills. This study explores the effects of musical feedback training on these competencies. The study involved 84 preservice teachers aged 18 to 21. Participants were randomly assigned to either an experimental group, which received musical feedback training, or a control group. The findings indicate that musical feedback training effectively improved metacognitive abilities. However, its impact on the readiness for self-directed learning was inconclusive. A notable difference in metacognition and self-directed learning readiness was observed between the experimental and control groups during the session, indicating a significant interaction effect. Furthermore, a positive correlation was identified between metacognition and self-directed learning. These results contribute to educational discourse by providing empirical evidence on the utility of musical feedback training in fostering metacognition. They also highlight the importance of consistent and long-term engagement in self-directed learning practices. The significance of these findings advocates for incorporating music feedback training into music education curricula to enhance metacognition and improve overall learning efficiency.

Navigating Uncertainty: Exploring Elementary School Teachers' Perspectives on Metacognitive Development in the VUCA Era

Metacognition is the ability that learners have to know, control, and evaluate their thinking processes, as well as learning strategies, can be used to solve problems through three stages, namely the stages of understanding the problem, solving the problem, and evaluating on metacognition knowledge. This shows that metacognition ability is an important aspect of learning. The novelty of this research is the findings obtained from the teacher's perspective on the importance of metacognition of elementary school (SD) students which has not been widely researched by other scientists. Thus, the purpose of this study is to analyze elementary school teachers' perceptions of the importance of metacognition skills with indicators such as 1) Teachers' understanding of the meaning of metacognition skills, 2) The importance of metacognition skills for elementary school students, 3) Understanding of the types of metacognition knowledge, 4) Understanding of the aspects of metacognition, namely cognitive knowledge and regulation of cognition. To obtain these data, the approach used is qualitative with descriptive methods. The research techniques and instruments used were observation and documentation study with instruments in the form of observation sheets and documentation. Primary data sources were from primary school teachers in West Java, Indonesia, and secondary data from relevant literature. The information obtained from the informants was then analyzed with the stages of reduction, display, and interpretation. After the analysis stage is over, the collected data is then validated by data triangulation through validating the source of observation, and strengthened by documentation. The results showed that teachers' perceptions of metacognition consider it important, especially students' metacognition in learning, and the metacognitive abilities of elementary school students are also quite good. The theoretical implication of the results of this study is that this research strengthens the opinion about the importance of teachers' perceptions of students' metacognition abilities to form these abilities.

Taṭwīr Masyrū' al-Mudawwanah As-Sam'iyyah al-Baṣariyyah li Kafā`ati at-Tafkīr an-Nāqid wamā warā`a al-Ma'rifī li Firaqi al-Munaẓarah al-‘Arabiyyah fī Indonesia

This research aims to develop an Arabic audio-visual debate corpus based on the Qatar debate guidelines. This development is intended to assist students in enhancing critical thinking and metacognitive skills through Arabic debate learning. The research utilizes the Lee & Owens development approach and is implemented using experimental and control groups. The choice of this approach is because it focuses solely on multimedia learning development. The development procedure consists of five stages: analysis, design, development, implementation, and evaluation. The subjects in this study consist of 32 students participating in the Arabic debate club. The research results show that the average N-gain score of the experimental group after using the researcher-provided learning corpus increased significantly compared to the control group. Respondents were interested in the provided learning corpus, enabling them to think critically and quickly. The use of the learning corpus in the teaching and learning process is beneficial for students to enhance learning focus and accelerate critical thinking in expressing arguments in Arabic debates. The learning corpus can be implemented in various educational fields. Visual learning is remembered and exemplified more quickly by learners. Learning using the corpus can enhance critical thinking and determine students' metacognitive abilities to solve a problem.

Prospective and Retrospective Metacognitive Abilities and Their Association with Impaired Self-awareness in Patients with Traumatic Brain Injury.

Metacognitive impairment often occurs in patients with traumatic brain injury (TBI) and is associated with clinical problems. The aim of this study was to clarify the pathology of metacognitive impairment in TBI patients using a behavioral task, clinical assessment of self-awareness, and lesion-symptom mapping. Metacognitive abilities of TBI patients and healthy controls were assessed using a modified perceptual decision-making task. Self-awareness was assessed using the Patient Competency Rating Scale and the Frontal Systems Behavior Scale. The associations between estimated metacognitive abilities, self-awareness, and neuropsychological test results were examined. The correspondence between metacognitive disabilities and brain lesions was explored by ROI-based lesion-symptom mapping using structural magnetic resonance images. Overall, 25 TBI patients and 95 healthy controls were included in the analyses. Compared with that in healthy controls, the prospective metacognitive ability of TBI patients was lower, with metacognitive evaluations revealing a bias toward overestimating their abilities. Retrospective metacognitive ability showed a negative correlation with self-awareness but not with neuropsychological test results. In the lesion-symptom mapping analysis, the left pFC was associated with lower retrospective metacognitive ability. This study contributes to a better understanding of the pathology of metacognitive and self-awareness deficits in TBI patients and may explain the cause of impaired realistic goal setting and adaptive behavior in these patients.

Rolul metacogniției în dezvoltarea gândirii științifice la cadrele didactice

This paper presents the results of an experimental study conducted on 288 teachers regarding their metacognitive abilities and their utility in enhancing the scientific thinking process. These results have significant implications for the educational process, suggesting that the development of metacognition should be an essential component of both initial and ongoing teacher training, thus contributing to the formation of their scientific thinking. The study’s results indicated a significant increase in metacognition among teachers following the experimental intervention. The effect size was significant, indicating a strong influence of the intervention. The development of metacognition within the context of a program aimed at enhancing scientific thinking among teachers had a substantial impact on how teachers understand and manage their own cognitive processes.

The natural history of subjective complaints, awareness and metacognition in AD

AbstractBackgroundSubjective cognitive decline (SCD) is the self‐reported experience of decrease in cognitive function in absence of cognitive impairment. This condition is common in elderly subjects and is a frequent reason for referral to memory clinics. SCD is often considered as a stage antedating objective impairment, and an at‐risk condition for subsequent dementia. Recent large‐scale studies, however, support an increased risk only in subjects positive for Alzheimer’s disease (AD) biomarkers, confirming that SCD can be due to multiple mechanisms, including functional cognitive disorders.MethodThis work have reviewed the current research on the awareness of cognitive decline (ACD), with a focus on metacognitive abilities and on assessment tools. The findings from studies of ACD during the course of AD are also reviewed for their possible impact on clinical management.ResultWe propose that, in presence of normal cognitive performance, a subjective overestimation of objective cognitive performance may be a negative prognostic marker, while subjective overestimation of cognitive decline may be compatible with healthy aging or the presence of a functional cognitive disorder.ConclusionLongitudinal studies are needed to test the usefulness of metacognition measures to select SCD subjects for biomarker assessment and/or metacognitive training.

"It was not mentioned": Improving responses to unanswerable questions using retrieval instructions.

Previous research shows that posing many questions about an event may lead to asking questions about unwitnessed details and that people sometimes provide substantive and erroneous answers to them. Therefore, two experiments investigated the role of the problem-solving and judgment processes, which are unrelated to memory access, in improving responding to unanswerable questions. Experiment 1 compared the effects of a brief retrieval training with the effects of an instruction to increase the criterion of reporting. As expected, the two manipulations had different effects on participants' answers, which demonstrates that training can do more than just instigate more cautious responding. However, we found evidence against our prediction that an enhancement in metacognitive ability underlies improved responding after training. Experiment 2 investigated, for the first time, the role of constant awareness that questions can be unanswerable and that such questions should be rejected. We compared the effects of training with the effects of a small change in response format that ensured such awareness. The effects of the two manipulations were similar, which supports our prediction that the constant awareness of unanswerable questions is a key factor behind improved responding. Practical implications for the eyewitness memory domain are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Analysis of the correlation between critical thinking and metacognitive skills of senior high school students in biology Jeneponto Regency, South Sulawesi, Indonesia

There is a need to map the connection between critical thinking and metacognitive skills of high school students so that educators can determine learning steps to help students obtain optimal learning outcomes and 21st-century skills. The research objective is to Examine the relationship between high school biology students' metacognitive abilities and critical thinking education. It is a quantitative-correlational study. The research sample was 230 grade XI students pursuing science specialization obtained by purposive random sampling from Jeneponto Regency, South Sulawesi, Indonesia. The research instrument used is an examination formatted as an essay that has been confirmed by professionals. The research data is the value of critical thinking and metacognitive skills from the results of taking tests in the form of essays. The method of data analysis was used through linear regression analysis using SPSS 23 for Windows. The study's findings indicate a strong correlation between critical thinking and metacognitive abilities of high school students in biology education with a significance value of 0.000 (p ˂ 0.05). It can be seen that critical thinking skills contribute 68.6% to students' metacognitive skills. Therefore, this research finds that there is a substantial correlation between high school biology students' metacognitive abilities and critical thinking. Teachers can use the research findings to identify instructional strategies that foster critical thinking in order to help students become more independent and metacognitive.

Inflammatory Bowel Disease and Irritable Bowel Syndrome: What Differences in Mentalization Abilities? A Scoping Review

Mentalization is a psychological process that enables individuals to understand the self and others in terms of intentional mental states. The aim of this scoping review was to provide an overview of the findings on mentalization in patients with inflammatory bowel disease (IBD) and irritable bowel syndrome (IBS). A literature search, in line with the Preferred Reporting Items for Systematic Review and Meta-analysis Protocols extension for Scoping Review guidelines, was conducted in the following bibliographic databases: PubMed, PsycINFO, and Scopus. Databases were queried using the following strings (with Boolean operators): (“mentaliz*” OR “metacogniti*” OR “theory of mind” OR “ToM” OR “reflective function*”) AND (“irritable bowel syndrome” OR “IBS” OR “inflammatory bowel disease” OR “IBD”). In line with the eligibility criteria, seven articles were included. Results showed that no significant differences in metacognitive ability were found between patients in the IBD and IBS groups. This review revealed the mentalizing difficulties for patients with IBD and IBS. These results should be interpreted with caution since they are based on a few studies that used different instruments to assess mentalizing processes. Future studies are needed to clarify the role of mentalization in patients with these gastrointestinal conditions.

METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION

One of the levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in this study were metacognition tests, questionnaires, and interviews. The results showed that students with high Mathematics Initial Ability had metacognition knowledge with reflective use and strategic use levels. Learning citizens with medium initial mathematical ability have metacognition knowledge with strategic use level, and learning citizens with low initial mathematical ability are at the aware use metacognition knowledge level. In the indicator of metacognition skills, learning citizens with high initial mathematics abilities are at the strategic use level, learning citizens with moderate initial mathematical ability categories are at the strategic use level, and aware use, learning citizens with low initial mathematical ability categories are at the tacit use level. In general, the metacognitive abilities of learning citizens in the high, medium, and low initial mathematical categories are at the strategic use, aware use.

중학생의 시험 불안이 영어 학업 성취에 미치는 영향

Objectives This study aims to identify the relationship between learners' test anxiety and the Dunning-Kruger effect while seeking metacognition, a research trend that has recently received increased attention. The purpose of the study is to confirm whether test anxiety and the illusion of competency that middle school students gain during written English language exams are real, and to analyze and demonstrate how these variables affect academic performance (midterm/final).
 Methods Test anxiety was measured using the ARTS, a test anxiety scale, among second-grade learners at a coeducational middle school. To verify the Dunning-Kruger effect, a survey was conducted one week before the midterm and final exams to collect expected scores in English subjects. The difference score, the gap between expected and actual scores, was used to confirm metacognitive abilities and the illusion of competence.
 Results It was confirmed that test anxiety has a significant negative effect on academic achievement, and a negative correlation between expected scores and actual scores was also confirmed. The Dunning-Kruger Effect, in which the ‘high’ group underestimated and the ‘low’ group overestimated, was observed in the same way as in previous studies. It was observed that the illusion of competency in the final exam was reduced through the simple procedure and experience of checking their scores on the midterm exam, and it was discovered that metacognition can be learned and improved.
 Conclusions It was confirmed that test anxiety exists among middle school English learners. In the divided quartile groups, the ‘high’ group has low test anxiety but underestimates their abilities, while the ‘low’ and ‘low middle’ groups have high anxiety but are overconfident about their abilities. We propose follow-up research to identify trends that occur regardless of subject or grade, as well as research on educational measures that can relieve test anxiety while remaining humble and accurately assessing one's own status.

An Empirical Study on the Improvement of Students’ Strategic Competence Through Translation Project Teaching

Strategic competence, as a meta-cognitive ability, determines the other translation sub-competences. To tease out how students’ strategic competence is developed in translation project is significant in enlightening the translation teaching practice. This study explores how five Chinese college students’ translation competence, particularly their strategic competence, develop within a translation project introduced into the translation teaching of the authors’ institute. Strategic competence includes four parts: problem identification, solution proposal, action taking, and decision making. By examining both the translation process and the translation product, including translation tasks, translation logs, group discussions, and interviews from five student translators, we found that the overall translation competence of the student translators has significantly improved. The development of various elements of strategic ability is uneven, with the abilities to identify problems, evaluate issues, and take measures showing the most significant improvement. However, there is a lag in decision-making capabilities in translation output. Based on these findings, the study provides concrete suggestions for improving the teaching of translation.

Encouraging children's clarification requests with “I don't understand” rule reminders

AbstractWhen children are questioned, it is crucial they request clarification to resolve potential misunderstandings. The current research tested a method for increasing children's appropriate clarification requests during an interview, and examined the impact of age and question characteristics. Children (n = 81), ages 6‐ to 11‐years‐old, responded to scripted questions, some of which were designed to be “tricky” and required clarification. Half of the children received “I don't understand” (IDU) rule reminders during the interview. Older children and children who received IDU rule reminders requested clarification to a significantly greater proportion of tricky questions than younger children and children who did not receive reminders. Results indicate that children can recognize when they need clarification, and reminding them of the IDU rule increases the frequency with which they request clarification. Children's ability to request clarification provides insight into children's metacognitive abilities and has implications for those who question children across contexts (e.g., forensic, research).

Analisis Kemampuan Metakognisi Siswa ditinjau dari Gaya Kognitif pada Materi Lingkaran Kelas VIII MTs Mathla’ul Anwar Pontianak

This research implements a qualitative descriptive method, which aims to analyze students' metacognitive abilities in terms of cognitive style in class VIII circle material at MTs Mathla'ul Anwar Pontianak. Data is collected and described in the form of words in descriptive research. This research was conducted at MTs Mathla'ul Anwar Pontianak. This research data was collected through certain methods, namely, tests, questionnaires, interviews which were used to analyze students' metacognitive abilities, then processed into clear and easy to understand information. The data sources in this research were 4 class VIII students at MTs Mathla'ul Anwar Pontianak. The data collection techniques used in this research are measurement techniques, direct communication techniques and indirect communication techniques with data collection tools in the form of test questions, questionnaires, interview guides and documentation. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The research results showed that in general subjects who had a field independent cognitive style showed better abilities in solving problems compared to subjects who had a field dependent cognitive style.

The Influences of Mind-Map on Cultivating Students' Metacognitive Capacity

Mind mapping is an effective graphic thinking tool for expressing divergent thinking proposed by Tony Buzan, a world-renowned psychologist and educator. It is a practical thinking tool that is simple, yet effective and efficient at the same time. Mind mapping develops students thinking skills, logical skills, etc. This study aims to investigate the development of metacognitive ability of students through the production of mind mapping. Through a review of related literature, the study found that mind mapping can promote students categorization and organization skills, help students discover and understand new relationships, improve problem-solving skills, and facilitate the deposition of learning outcomes. In addition, mind mapping production requires student participation, thereby improving students metacognitive ability. The literature access suggests that the production of mind mapping has a significant effect on the development of students metacognitive ability, and it should be introduced into education. In the future, the production method of mind mapping should be further optimized, and its application scenarios should be studied to improve students learning effectiveness and metacognitive ability development.