Metacognitive Approach Research Articles

Metacognitive beliefs and rumination as predictors of anger: A prospective study.

The metacognitive approach conceptualizes the relationship between anger and rumination as driven by metacognitive beliefs, which are information individuals hold about their own cognition and about coping strategies that impact on it. The present study aimed to test the prospective predictive impact of metacognitive beliefs and rumination on anger in a community sample. Seventy-six participants were recruited and engaged in a 2-week anger, rumination, and metacognitive beliefs monitoring protocol. A multi-wave panel design was employed to test whether metacognitive beliefs and rumination have a prospective impact on anger. Metacognitive beliefs and rumination were found to have a significant prospective impact on anger that was independent from the number of triggering events. Metacognitive beliefs about the need to control thoughts were shown to have a direct impact on subsequent anger, independently from rumination. These findings provide support for the potential value for applying metacognitive theory and therapy to anger-related problems. Aggr. Behav. 43:421-429, 2017. © 2017 Wiley Periodicals, Inc.

A Quantitative Evaluation of Metacognitive Awareness among Business Administration Students

Purpose - The metacognitive approach is the new learning paradigm to enrich the standard of education in general and that of business education in particular The purpose of the study was to ascertain the views and opinions of Business Administration students regarding the metacognitive awareness. Design- A self-administered questionnaire was distributed to female undergraduate students. Statements cover between two major components, including knowledge about cognition and regulation of cognition. For analyzing the hypothesis, parametric as well as non-parametric test have been used. Findings –The students had a substantial awareness of metacognition and was correlated positively and significantly with their academic performance. There was no significant difference in the metacognitive awareness of undergraduate students based on their academic levels, majors and learning styles. This significant improvement on the academic performance of the students was due to the university adherence to the domains set by the national quality framework. Students on each academic level benefited by alignment of Learning Outcomes, Assessment Methods, and Teaching Strategy and attained increasing knowledge ,skills communication and information technology preparing them to be autonomous learners.Originality/Value – This paper contributes to the need for significance of metacognitive awareness among undergraduate students. The findings provide insight into students’ metacognitive skills and to adopt certain teaching strategies and assessment patterns for inculcating high order thinking in the students to prepare them as autonomous learners and engage lifelong earning among them

Awareness of functional ability in people with early-stage dementia.

Assessment of functional ability in people with early-stage dementia (PwD) is an important area of study because it forms part of the diagnostic process and may help in monitoring disease progression. Most researchers and clinicians rely on informant ratings rather than observing actual functional performance or employing self-ratings. There has however been little research to verify whether informant ratings of functioning are accurate, and there has been even less research investigating the accuracy of self-ratings of functional ability in PwD. No study has used the performance-monitoring metacognitive approach to investigate awareness of functional ability. Thirty-seven people with early-stage dementia completed an objective functional assessment and provided self-ratings before and after completing each section of the objective test. Informants provided ratings of functioning and burden. Scores were converted to percentages to allow for direct comparison. Objectively assessed functional ability significantly correlated with self-ratings and informant ratings. Self-ratings did not correlate with informant ratings. For converted scores, self-ratings were more similar than informant ratings to the objectively assessed mean scores. Burden was unrelated to functional assessments after correcting for multiple comparisons. Self-rated functional ability was more accurate than informant ratings when compared with objectively assessed ability, with informants tending to significantly underestimate the functional ability of PwD. The findings call into question the likelihood that informants will provide accurate ratings of functional ability and suggests that self-ratings may offer a more accurate estimate of functional ability. Self-ratings made by PwD should be more widely employed in clinical and research settings. Copyright © 2017 John Wiley & Sons, Ltd.

A cognitive and metacognitive approach for exploring link between urban transport environment and driver behaviour: case of roundabout crossed by tramway line

The proliferation of roundabouts and tramway lines are among the most spectacular transformations of Moroccan roads and landscapes in recent years. These changes raise serious concerns about the effects of these new urban and road developments on traffic, on drivers’ behaviours, and thus on road safety. These issues brin g up the question concerning the adequacy bet ween the choices of road designers and the expectations of road users. Indeed, sustainable ur ban transport and well f unctioning road cannot be designed without a holistic understanding of the way drivers act in changing environment through which they move in time and space. Consequently, there is a strong need to further knowledge about practices and behaviours of road users. The present research investigates the cognitive and metacognitive strategies use by drivers in a complex t echnical system such as roundabo ut crossed by tramway line. In this article we propose an empirical model to explore the effect of urban transport environment on drivers’ behaviours. The paper presents an exploratory study based on a data triangulation app roach including database analysis, interview, observation, and think aloud protocol. The paper presents the main findings of the study and discusses their implications for road safety.

The Difference between Mathematical Reasoning Ability Improvement by Learning with Meta Cognitive Approach Aided Probing and Prompting Techniques in SMP Negeri 4 SeiSuka

<em>The purpose of this study were: (1) analyzed the differences in students’ mathematical reasoning ability </em><em>improvement taught by metacognition approach aided probing technique (PMT-probing) and </em><em>metacognition approach aided prompting technique (PMT-prompting); and (2) described the process of</em><br /><em>the students’ responses in solving mathematical reasoning abilities. This study was a quasi </em><em>experimentalresearch. The population in this study were all students of class VIII SMP Negeri 4 </em><em>SeiSuka, with a purposive sampling techniques, the obtained sample was VIII-1 and VIII-2. The </em><em>research instrument used a test of mathematical reasoning ability, and had qualified the criteria of </em><em>content validity, and reliability coefficient of 0.819. Anova two ways was used to analyze the difference </em><em>of mathematical reasoning ability improvement, while descriptive analysis was used to analyze </em><em>students’ answers process. The results showed that: (1) There were differences in students’ </em><em>mathematical reasoning skills improvement which were taught by metacognition approach aided </em><em>probing techniques and the students taught by prompting technical approach; and (2) The process of </em><em>the students’ responses on students’ mathematical reasoning abilitythrough learning with metacognition </em><em>approach aided by prompting techniques was better than metacognition approach aided by probing</em><br /><em>techniques.</em>

The Role of Metacognitive Strategies in Learning Music: A Multiple Case Study

The positive role of metacognition in music learning and practice is well assessed, but the role of musicians’ metacognitive skills in such a context is not yet clear. Teachers often state that they apply a metacognitive approach during their lessons, but students fail to acknowledge it and report that they become metacognitive learners thanks to their own practice. In this multiple case observational study the spontaneous metacognitive behaviour of a teacher during four piano lessons with expert and novice students was analysed. Data supported the notion that teachers use metacognitive strategies during their teaching practice, but students are not aware of this because a metacognitive focus on strategies, as well as a strong emphasis on monitoring, appears to be lacking. Teachers are also able to differentiate their teaching behaviour between expert and novice students. Students’ age, however, affects teachers’ behaviour more deeply than expertise. Implications for music education are discussed, highlighting the main issues that can be derived from the results and how they can be effectively used to enhance professional development and improve practice in music education.

The Beliefs about Paranoia Scale: Confirmatory factor analysis and tests of a metacognitive model of paranoia in a clinical sample

This study aimed to confirm the factor structure of the Beliefs about Paranoia Scale (BaPS), a self-report measure to assess metacognitive beliefs about paranoia, and to test hypotheses of a metacognitive model. We hypothesised that positive and negative beliefs about paranoia would be associated with severity of suspiciousness, and that the co-occurrence of positive and negative beliefs would be associated with increased suspiciousness. A total of 335 patients meeting criteria for a schizophrenia spectrum disorder completed the BaPS, the Positive and Negative Syndromes Scale (PANSS), and the Psychotic Symptom Rating Scales (PSYRATS). Confirmatory factor analysis verified that the three BaPS subscales (negative beliefs about paranoia, paranoia as a survival strategy, and normalizing beliefs) were an adequate fit of the data. Ordinal regression showed that positive beliefs about paranoia as a survival strategy and negative beliefs were both associated with severity of suspiciousness. This was the first study to show that the co-occurrence of positive and negative beliefs was associated with increased suspiciousness. All hypotheses were confirmed, suggesting that a metacognitive approach has utility for the conceptualization of paranoia. Clinical implications suggest a role for metacognitive therapy, including strategies such as detached mindfulness and worry postponement.

Teaching Oral Consecutive Interpretation

The paper describes the research conducted in interpreter-training based on the experience of teaching oral consecutive interpretation in two groups of undergraduate students approximately of the same level of linguistic and translation skills. In one of the groups – key informants – metacognitive approach was applied to have the would-be interpreters conscious of what they are expected to be successful interpreters. As many scholars in this field claim, metacognitive competence developed in the process of education is believed to form the ability to meet the challenges an interpreter can face executing oral consecutive interpretation. Since attentiveness and memory are viewed as important mechanisms of psychological base of the type of interpretation under consideration, special sets of exercises directed to developing these properties in interpreters-to be elaborated by contemporary scholars according to special methodology were given in this group. The next group – focus group – was also provided with the same educational technologies and other facilities as the group of key informants, but metacognitive approach and aforementioned sets of exercises were not used in it. Long-term memory tests held at the beginning and at the end of the semester in both the groups demonstrate that metacognitive approach in combination with special sets of exercises lead to much better results in long-term memory developing.

Empowering students’ minds through a cognitive load theory-based lecture model: A metacognitive approach

ABSTRACTLecturing is widely considered to be a passive, teacher-centred teaching method that fails to foster learning, yet it remains the most feasible method of teaching among higher institutions. Some modern lectures, aligned with recommendations from published guidelines on effective lecturing, are less didactic and more interactive than others, but little is known about converting the classical knowledge-transfer process of lecturing to actual learning. We introduce a cognitive load theory-based lecture guideline that adopts various types of empirically proven strategies to manage learners’ mental loads during lectures. We conducted a randomised controlled trial to evaluate its effectiveness by determining the between-group difference in cognitive load level, self-perceived learning, knowledge acquisition and knowledge retention. This study discusses the practical application of the guideline and several examples of the principles.

A Pre-matriculation Course that Focuses on a Metacognitive Approach to Learning

In preparation for the first-year curriculum, pre-matriculation courses are offered to incoming medical students prior to orientation and generally focus on basic science content. Here we describe a pre-matriculation course that focuses on the acquisition of metacognitive awareness and skill development to prepare students for success in medical school.

Teaching Cognitive Bias in a Hurry: Single-Session Workshop Approach for Psychiatry Residents and Students.

Diagnostic ambiguity is commonplace in psychiatric practice. With limited etiological understanding behind the illnesses that we treat, it can be a daunting task to diagnostically approach a complex patient. To avoid diagnostic pitfalls, it is paramount to employ carefully constructed diagnostic cognitive processes. The aim of this resource is to decrease diagnostic thought errors through education via acquired knowledge and skills. This workshop is intended as a primer for psychiatric medical students, interns, residents, and practicing psychiatrists who have not yet been exposed to this topic. The resource consists of a brief didactic session (knowledge portion of the topic) followed by small-group sessions (skills portion of the topic), led by discussion of clinical vignettes incorporating complex medical-psychiatric patients. The cases highlight the various cognitive biases and anchor points that can contribute to diagnostic error. In order to make it easier for educators to implement, the workshop can be delivered in a single 1-hour session. With the provided material, this educational session can be easily delivered by a single facilitator. Formal and informal feedback from learners demonstrates that this resource is effective at teaching cognitive bias to learners. While psychiatric learners are used to metacognitive approaches in clinical settings, they often lag behind other medical specialties in discussing these topics related to their own diagnostic reasoning and acumen. This is especially important in psychiatry given the evolving nature of our specialty.

An occupation-based, metacognitive approach to assessing error performance and online awareness.

Online awareness is the ability to self-monitor, identify and self-correct errors while engaged in an activity. Current assessments of online awareness involve observing and classifying error behaviour during structured, uniform tasks. However, during rehabilitation, practitioners typically work towards improving performance in individually meaningful tasks unique to the client. This article presents a metacognitive, task analytic approach to assessing online awareness involving observation and classification of errors during meaningful occupations determined after client-centred goal setting with two male clients with severe traumatic brain injury (aged 22 and 23). Study aims were to describe the approach, evaluate its feasibility and determine inter-rater agreement for error detection and error categorisation by two experienced occupational therapists. Furthermore, the error profiles and cognitive impairments of the participants on standardised neuropsychological assessment were examined to explore the validity of the assessment. Individualised assessment tasks included snack preparation, budgeting, timetabling, hot-drink preparation and use of a computer program, which were administered repeatedly over two to three months and audio-visual recordings taken. Independent ratings of two trained occupational therapists were compared using exact percent agreement. Overall agreement about errors was 76%, for which there was 65% agreement about error categorisation and 100% agreement about error correction. There was fair inter-rater agreement between two trained occupational therapists of error behaviour and error correction when using the described occupation-based approach to assessing online awareness. This approach has promise, particularly when combined with standardised, neuropsychological assessments, for providing an in-depth understanding of error behaviour and awareness of errors during meaningful occupations.

Fostering the Development of Master Adaptive Learners: A Conceptual Model to Guide Skill Acquisition in Medical Education

Change is ubiquitous in health care, making continuous adaptation necessary for clinicians to provide the best possible care to their patients. The authors propose that developing the capabilities of a Master Adaptive Learner will provide future physicians with strategies for learning in the health care environment and for managing change more effectively. The concept of a Master Adaptive Learner describes a metacognitive approach to learning based on self-regulation that can foster the development and use of adaptive expertise in practice. The authors describe a conceptual literature-based model for a Master Adaptive Learner that provides a shared language to facilitate exploration and conversation about both successes and struggles during the learning process.

MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH MELALUI PEMBELAJARAN STRATEGI HEURISTIK DENGAN PENDEKATAN METAKOGNITIF DITINJAU DARI KEMANDIRIAN BELAJAR MAHASISWA CALON GURU MATEMATIKA

This study intends to develop heuristic strategies in learning courses based on statistical data analysis metacognitive approach. This study was a quasi-experimental study with 2 x 3 factorial design. Techniques of data analysis, namely: balance test, test requirements analysis (test for normality and homogeneity test), test research hypotheses using two way analysis of variance with unequal cells. Based on the research results, it was concluded that that: 1) Students are provided with the learning of metacognitive have problem-solving ability is better than the conventional learning; 2) Students who have a high learning independence have problem solving skills better than students who have low learning independence, and students who have moderate learning independence as well as problem solving skills of students who have learning independence high and low; 3) Based on the categories of metacognitive and conventional learning, students who have a higher learning independence acquire mathematical problem solving ability is better than the lower learning independence, while the mathematical problem solving ability of students who have moderate learning independence as well as low learning independence; 4) Based on the category of high-independent learning, students who applied to acquire metacognitive learning mathematical problem solving abilities better than that applied by conventional learning. Based category learning independence medium or low, there is no difference mathematical problem solving ability of students who applied to the metacognitive learning and conventional learning.

Spirituality as Lived Interpretation

Recent attempts to define the object of and suitable method for spirituality—such as Kees Waaijman’s and Sandra M. Schneiders’—invoke phenomenological and meta-cognitive approaches which prevent (rather than favour) engagement with lived experience. I propose, instead, to conceive spirituality as interpretive encounter and dialogue between the researcher’s and the studied subject’s experiences of inner transformation. The researcher gains access to other spiritual traditions by assuming her own spiritual localization and by reaching out to other living experiences and traditions in their distinctiveness. This mutually enriching conversation itself progressively sheds light on its undergirding foundation: the human longing for God.

The Effectiveness of Training Metacognition-Based Study Skill on the Students’ Achievement Motivation, Self-Efficacy, Satisfaction with School and Resilience

Introduction: Giving attention to the various factors affecting the academic achievement of student’s results in their better academic performance. The aim of the current study was to examine the effectiveness of training metacognition-based study skill on the achievement motivation, self-efficacy, satisfaction with school and resilience of the female secondary students in Isfahan. Method: The statistical population of the present study included all the female secondary students in Isfahan in the 2014-2015 academic sessions among whom 30 students were selected by the multistage cluster random sampling method and were designated by the experimental research design of pretest – posttest type with control group. The interventions is related to the training study skill based on the metacognition approach drawn from Seif’s educational psychology which were conducted on the test group students during 20 educational sessions. The tools used included the achievement motivation questionnaire with Cronbach's alpha reliability coefficient 0.80, the construct validity with factor loading 0.39, the multidimensional scale of students’ life satisfaction with reliability coefficient 0.70 to 0.90 and with validity coefficient 0.50, the self-efficacy scale with reliability coefficient 0.86 through Cronbach's alpha and the validity coefficient of correlation -0.34, the resilience with reliability coefficient 0.86 through Cronbach's alpha and the validity coefficient of correlation 0.64. The data were analyzed through multivariable covariance analysis and the SPSS software version 22. Results: The results of the research revealed a significant difference between the test and control groups (P=0.001, F(4,21)=6.92, Hoteling effect=1.31) thus indicating the effectiveness of metacognition training method on the achievement motivation, self-efficacy, satisfaction with school and resilience. It signifies that the metacognition training method explains 47, 43, 33 and 39 percent of changes of the dependent variable respectively (P<0.005). Conclusion: The findings revealed that the metacognitive study skills results in the increase of the students' achievement motivation, self- efficacy, satisfaction with school and the academic resilience and it can be applied in the educational counseling of kids and teens.

Attitude toward Enhancing Extensive Listening through Podcasts Supplementary Pack

&lt;p&gt;To promote independent extensive listening, the aim of this study is to investigate Saudi preparatory level students’ and their teachers’ perception about podcasts’ criteria and contents to include in an extensive supplementary listening pack. An exploratory sequential design was adopted to collect data. The results of the focus group thematic analysis helped designing an online close-ended survey. The participants were 120 students and teachers sampled from the four proficiency levels of the English Language Institute (ELI) at King Abdulaziz University (KAU) in the Kingdom of Saudi Arabia (KSA). The findings of the study revealed that teachers were more familiar with the podcasts than students. Furthermore, all participants had a positive attitude toward using a listening instructional supplementary pack that can include few short authentic podcasts. They recommended using various challenging topics that are related to students’ interests and proficiency levels. This study contributes to the literature of integrating podcasts to enhance extensive listening. It recommends designing an extensive listening supplementary pack based on Vandergrift and Goh’s (2012) metacognitive approach and testing its suitability for application.&lt;/p&gt;

Reflecting on explanatory ability: A mechanism for detecting gaps in causal knowledge.

People frequently overestimate their understanding-with a particularly large blind-spot for gaps in their causal knowledge. We introduce a metacognitive approach to reducing overestimation, termed reflecting on explanatory ability (REA), which is briefly thinking about how well one could explain something in a mechanistic, step-by-step, causally connected manner. Nine experiments demonstrated that engaging in REA just before estimating one's understanding substantially reduced overestimation. Moreover, REA reduced overestimation with nearly the same potency as generating full explanations, but did so 20 times faster (although only for high complexity objects). REA substantially reduced overestimation by inducing participants to quickly evaluate an object's inherent causal complexity (Experiments 4-7). REA reduced overestimation by also fostering step-by-step, causally connected processing (Experiments 2 and 3). Alternative explanations for REA's effects were ruled out including a general conservatism account (Experiments 4 and 5) and a covert explanation account (Experiment 8). REA's overestimation-reduction effect generalized beyond objects (Experiments 1-8) to sociopolitical policies (Experiment 9). REA efficiently detects gaps in our causal knowledge with implications for improving self-directed learning, enhancing self-insight into vocational and academic abilities, and even reducing extremist attitudes.

Is the whole less than the sum of its parts? Full versus individually adapted metacognitive self-help for obsessive-compulsive disorder: A randomized controlled trial

Self-help resources are frequently sought out by individuals with obsessive-compulsive disorder (OCD); however their efficacy has rarely been evaluated in randomized controlled trials, despite frequently bold claims for their efficacy. In the present study, we examined if a metacognitive self-help manual called myMCT (for “my Metacognitive Training”), which encompasses exercises from cognitive-behavioral therapy (CBT) and its "third wave", is superior to a wait-list control group in reducing OCD symptoms. Further, we examined whether an individually adapted version of the manual suited to personal problems would yield larger effects than the full manual. MethodsA total of 89 individuals with OCD symptoms participated in the online study. Participants were randomly assigned to three conditions; patients either received the full myMCT manual (sent via email attachment), an individually adapted myMCT version, or were allocated to a wait-list control group. Before randomization (pre-assessment) and six weeks later (post-assessment), individuals were asked to fill out several questionnaires tapping obsessive-compulsive and depressive symptoms. ResultsIndividuals in the two myMCT conditions improved significantly more on the Yale-Brown Obsessive Compulsive Scale and Obsessive-Compulsive Inventory-Revised total scores than the wait-list control group (between-group comparison), with a medium to large effect size. Subsidiary analyses showed that improvements were particularly pronounced for obsessions, while effects on compulsions were mainly small and insignificant. Contrary to our expectation, the adapted version did not lead to better outcomes than the full version. DiscussionThe present study supports the feasibility of a bibliotherapeutic metacognitive approach for the treatment of obsessive thoughts. While results confirm prior reports that metacognitive training is effective in OCD, results are limited by a rather high non-completion rate. Further studies should investigate the long-term effectiveness of the approach and its utility in the framework of guided self-help or face-to-face treatment.

An Exploratory Study on the Learning Mechanism of Global Leadership Competencies

Leadinginternationalbusinessrequiresthe learningof globalleadershipcompetenciesthat allow managers to flexibly navigate across cultures. This explorative study investigates the mecha- nism by which global leadership competencies are acquired from a meta-cognitive approach. In- depth interviews and a web-survey were conducted in Asian and Europe. Results confirmed that 1) all managers faced new and difficult challenges during international business assignments, 2) the nec- essary leadership competencies were both common and idiosyncratic across cultures, and 3) global managers, regardless of their nationalities, experienced double-loop learning while acquiring new global leadership competencies though breakthrough experiences during international business as- signments.