Metacognitive Awareness Research Articles

Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course

This research explores how metacognitive strategies influence the metacognitive awareness of undergraduate students enrolled in an online flipped programming course. It specifically focuses on regulatory actions crucial for success in programming instruction and distance education settings. The primary objective is to contribute to the existing literature by investigating the implementation of online flipped programming courses that integrate metacognitive-oriented approaches to support students' metacognitive regulatory actions. The study employed an explanatory sequential mixed methods design. A total of 29 university students enrolled in programming courses participated in the study, engaging with instructional videos provided before each 10-week lesson. They were administered the Metacognitive Awareness Scale and supplementary forms designed to assess their metacognitive awareness and regulatory actions. A detailed coding scheme was developed to analyze students' metacognitive regulation activities during programming lessons. The study also evaluated the impact of supportive activities on students' metacognitive awareness. While no statistically significant difference was found in the students' metacognitive awareness through quantitative analysis, qualitative data revealed that activities supporting metacognition significantly enhanced students' comprehension of the programming content.

The Effect of a SEL (Social-Emotional Learning) Intervention Program Based on Emotional Regulation and Metacognitive Awareness for Special Education Preservice Teachers Experiencing Adapted Teaching in Mathematics.

This study's aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. This intervention was applied to an experimental group where each participant learned to assess his/her emotional state using a special ruler prior to teaching a lesson, and according to the ruler's assessment results, the preservice teacher was assisted by a variety of emotional regulations as well as metacognitive strategies. A control group learned only metacognitive strategies. This study's results indicated that experimental group participants showed notable improvement in cognitive reappraisal post-intervention compared to the control group, which showed no change. For metacognitive awareness, in both research groups, an increase was apparent post-intervention. Nevertheless, a comparison of the effect size of differences between the two measurement points indicated that the experimental group exhibited a greater improvement in metacognitive regulation compared to the control group. A significant positive correlation was found in the experimental group between cognitive reappraisal and metacognitive regulation. Assimilation and training of emotional skills among preservice teachers during training are necessary.

A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening

A meta-analysis of the reliability of a metacognitive awareness instrument in second language listening

Assessing learning strategies among Indigenous University researchers: A comparative analysis of the brief ACRA scale

Learning strategies have been critical due to a large body of evidence verifying their association with various outcomes such as academic success, creativity, critical thinking, life satisfaction, self-efficacy, metacognitive awareness, emotional intelligence, and student motivation. Therefore, identifying better learning strategies can benefit students and teachers. Learning strategies have been widely examined on several scales, among which the ACRA brief scale for university students is the most popular, especially in Spain. In Pakistan, validation of the ACRA scale is important so that indigenous researchers can use it according to their context and culture. The present study examined the factor structure of the ACRA brief scale using a cross-validation approach that involves an exploratory and confirmatory factor analysis in a sample of 951(M = 533, F = 417) students from Pakistani Universities. The results proposed a 17-item version with three factors: micro-strategies, keys for memory and metacognition, and emotional-social support with satisfactory psychometric properties. Furthermore, the key for memory and metacognition factors is significantly associated with the CGPA of students and is higher in women than in men; however, the effect sizes of these findings are small. The validated version of the brief ACRA scale can be used to assess the learning strategies. In addition, it is suggested that national researchers and MS and Ph.D. students can use the validated scale version in their research studies, including project papers, theses, and dissertations. Directly teaching students about the techniques and benefits of learning strategies can help them overcome their hesitation.

Metacognitive Awareness and the Subjective Experience of Remembering in Aphantasia.

Individuals with aphantasia, a nonclinical condition typically characterized by mental imagery deficits, often report reduced episodic memory. However, findings have hitherto rested largely on subjective self-reports, with few studies experimentally investigating both objective and subjective aspects of episodic memory in aphantasia. In this study, we tested both aspects of remembering in aphantasic individuals using a custom 3-D object and spatial memory task that manipulated visuospatial perspective, which is considered to be a key factor determining the subjective experience of remembering. Objective and subjective measures of memory performance were taken for both object and spatial memory features under different perspective conditions. Surprisingly, aphantasic participants were found to be unimpaired on all objective memory measures, including those for object memory features, despite reporting weaker overall mental imagery experience and lower subjective vividness ratings on the memory task. These results add to newly emerging evidence that aphantasia is a heterogenous condition, where some aphantasic individuals may lack metacognitive awareness of mental imagery rather than mental imagery itself. In addition, we found that both participant groups remembered object memory features with greater precision when encoded and retrieved in the first person versus third person, suggesting a first-person perspective might facilitate subjective memory reliving by enhancing the representational quality of scene contents.

Investigating the Structural Relationships between Cognitive and Metacognitive Dimensions with Physical Performance among Children

Introduction: The relationship between cognitive and metacognitive dimensions and children's performance in various areas, such as academic performance, has been extensively studied. However, the link between cognitive and metacognitive dimensions and children's physical performance has been largely overlooked. Aim: The aim of the current research was to examine the structural relationships between cognitive and metacognitive dimensions with physical performance among children. Method: This descriptive-correlational study utilized structural equation modeling. The study population comprised all male children in Tehran in 2021 who were enrolled in a football school. A sample of 129 children was selected through convenience sampling. Sustained attention was assessed using the Rapid Visual Information Processing Test (2010), working memory was evaluated with the Working Memory Capacity Test (1980), metacognitive dimensions (cognitive knowledge and cognitive regulation) were measured using the Schraw and Dennison Metacognitive Awareness Skills Questionnaire (1994), and physical performance was assessed with the short form of the Bruininks-Oseretsky Test (BOT-2). Data analysis was conducted using Pearson correlation coefficients and structural equations in SPSS version 20. Results: The structural equations revealed that cognitive dimensions (attention and working memory) significantly influenced physical performance (gross and fine motor skills) (P<0.05). Moreover, there was a significant association between metacognitive dimensions (cognitive knowledge and cognitive regulation) and physical performance (gross and fine motor skills) (P<0.05). Conclusion: The findings suggest that cognitive and metacognitive dimensions play a crucial role in children's physical performance. Therefore, implementing interventions and strategies to enhance cognitive functions and metacognitive awareness in children could greatly improve their physical performance

A reduction in self-reported confidence accompanies the recall of memories distorted by prototypes

When we recall a past event, we reconstruct the event based on a combination of episodic details and semantic knowledge (e.g., prototypes). Though prototypes can impair the veracity of recall, it remains unclear whether we are metacognitively aware of the distortions they introduce. To address this, we conducted six experiments in which participants learned object-colour/object-location pairs and subsequently recalled the colour/location when cued with the object. Leveraging unsupervised machine learning algorithms, we extracted participant-specific prototypes and embedded responses in two-dimensional space to quantify prototype-based distortions in individual memory traces. Our findings reveal robust and conceptually replicable evidence to suggest that prototype-based distortion is accompanied by a reduction in self-reported confidence - an implicit measure of metacognitive awareness. Critically, we find evidence to suggest that it is prototype-based distortion of a memory trace that undermines confidence, rather than a lack of confidence biasing reconstruction towards the use of prototypes. Collectively, these findings suggest that we possess metacognitive awareness of distortions embedded in our memories.

Exploring Chinese multilingual students’ metacognitive knowledge, strategies, and experiences in academic writing

This paper examines the role of metacognitive awareness in academic writing in a mixed-method study. In addition to validating an instrument assessing metacognitive knowledge and strategies in the context of academic writing, the study uncovered how Chinese multilingual students’ metacognitive knowledge, metacognitive strategies, and metacognitive experiences influence their process of writing. A questionnaire was administered to 143 third-year undergraduate multilingual students and a semi-structured interview was conducted with 15 students. Through exploratory factor analysis and confirmatory factor analysis, a five-factor model was obtained, comprising metacognitive strategies (e.g. information management strategies and debugging strategies), metacognitive knowledge (e.g. declarative knowledge and procedural knowledge), planning, monitoring, and evaluating. The interviews suggested that metacognitive experiences (e.g. judgments and feelings) were shaped by learners’ metacognitive knowledge, thus influencing their awareness of metacognitive strategies. The study contributes to a better understanding of the theoretical and pedagogical implications of metacognition in developing multilingual students’ academic writing competence.

Investigating Senior High School Students’ Metacognition in Indonesian Learning Reading Comprehension: Does it Have a Positive Impact?

Metacognition and reading comprehension skills are believed to influence students' academic success. However, many studies report that students' understanding of texts is still low even though they have been able to read fluently. This study aims to investigate and describe students' metacognitive awareness in reading comprehension learning activities and the effect of metacognition on reading comprehension skills. The research method used is a mixed-method by utilizing the descriptive and quantitative correlational analysis results. The research subjects involved were 280 students and eight Indonesian language teachers from eight senior high schools. The research data was obtained from the observations of reading learning activities, interviews, distributing questionnaires, and reading skills tests. The results showed that most students did not know the right reading strategy for themselves. Overall, students have not been able to conclude the goals and benefits of learning to read comprehension for their lives, behave passively in learning, and have not been able to identify solutions to face reading comprehension difficulties according to their characteristics. Based on the results of correlational calculations, metacognition was positively correlated with students' reading comprehension skills. This study recommends that teachers and curriculum designers emphasize the components of metacognitive awareness activity for improving students' reading comprehension skills.

SOCIAL NETWORKING SYSTEMS IN ENHANCING METACOGNITIVE AWARENESS: POST-PANDEMIC INFORMAL LEARNING AMONG IRANIAN ADULT EFL LEARNERS

In the current context of enhanced distance learning and reliance on technology in education, there is a greater need to investigate the linguistic and cultural resources embedded in learners’ use of social networking systems (SNS) as legitimate pedagogical platforms - both in formal and informal settings. Within new and unique configurations of teaching and learning in the post-pandemic era, a more context-sensitive learning style is needed to ensure a sustainable platform of education for language learners, one that would be responsive to future challenges. This paper is a critical exploration of how Iranian EFL learners have used SNS tools to construct and develop their metacognitive awareness in response to the pressures of distant/online learning triggered by the pandemic, how it has facilitated new approaches that are more efficient than formal face-to-face classrooms, and how such learning constitutes a substantial investment into their future education. This qualitative case study involves an in-depth investigation of adult EFL (English as a foreign language) students from three English language centres in Tehran, Iran through semi-structured interviews to identify their perceptions of their metacognitive development in the last two years subsequent to the pandemic. Findings are likely to inform policymakers, school leaders, EFL teachers and students in terms of how to create a more optimised environment that will enhance both teaching and learning.

Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries

Psychometric properties of the Metacognitive Awareness Inventory (MAI): standardization to an international spanish with 12 countries

Multi-Modal Simulation to Prepare Final Year Nursing Students for Transition to Clinical Practice: A Mixed Methods Study

BackgroundWith the wide spectrum of simulation modalities, combining different modalities may support the development of complex clinical skills that can prepare nursing students for making the transition to graduate nurse practice. AimTo describe the design and evaluation of a multi-modal simulation to facilitate final-year nursing students’ transition to clinical practice. MethodsA mixed methods study design was employed to evaluate the multi-modal simulation. Pre and post-tests were conducted to evaluate final-year nursing students’ readiness for clinical practice. Individual interviews were conducted to evaluate long-term impact on clinical practice. ResultThe students reported significant improvement (p < .001) in their readiness for their clinical practice. Three themes emerged for the impact on their clinical practice: self-efficacy in clinical procedures; metacognitive awareness for transfer of learning; and beyond communication to building relationships. ConclusionThe multi-modal simulation has an immediate effect on improving nursing students’ readiness for clinical practice. It also has a significant clinical impact on enhancing their self-efficacy in performing clinical procedures and metacognitive awareness as they migrate into the real clinical world.

Validating the Hungarian versions of MSLQ and MAI intended for use with Hungarian minority students in Slovakia

Learning today provides students with several freedoms, including easy access to the content or learning materials and the flexibility to schedule their own time, in contrast to the traditional techniques of the past, where students had to spend time at school or in the classroom. The cognitive, metacognitive, and motivational skills that enable learners to overcome challenges and organize their learning depend on self-regulated learning. The Motivation Strategies for Learning Questionnaire (MSLQ) is a tool to gauge students’ self-regulated learning (SRL) skills. Schraw and Dennison's Metacognition Awareness Inventory (MAI) was created to measure the metacognitive abilities of the learners. This article aims to explore and assess the relevant literature on students' self-regulated learning and metacognition, SRL theories and concepts. Furthermore, it aims to determine the reliability and validity of these two with a sample of the pedagogy students at János Selye University. The study involved 120 pedagogy students, of which 102 were female. The MSLQ motivation scale in component A has six subscales and their Cronbach's Alphas are as follow: IGO’s α = 0.69, EGO’s α = 0.84, TV’s = 0.86, CLB’s α = 0.52, SE’s α = 0.86, and TA’s α = 0.74. In Component B, which includes nine subscales for learning strategies, R’s α is 0.69; E’s α is 0.75; O’s α is 0.85; CT’s α is 0.60; MSR’s α is 0.80; TSE’s α is 0.66; ER’s α is 0.80; PL’s α is 0.87; and HS’s is 0.57. As far as MAI goes, its two main components’ Knowledge of Cognition (KC) and Regulation of Cognition (RC), Cronbach's Alpha values, were examined. Three subscales make up the KC: PK, DK, and CK. The Cronbach Alpha of each was 0.82, 0.86, and 0.71, respectively. Five subscales make up the RC. The Cronbach Alphas of each is as follow: P’s α is equal to 0.83, IMS’s α is equal to 0.83, CM’s α is equal to 0.77, DS’s α is equal to 0.74, and E’s α is equal to 0.70.

Self-reported strategy use and prospective memory: The roles of cue focality and task importance.

Interest in the metacognitive aspects of prospective memory (PM) is growing. Yet, the interplay between participants' metacognitive awareness of PM task demands and features that contribute to successful PM require further attention. To this aim, participants in the current study completed laboratory-based PM tasks of varying difficulty (cue focality: focal, nonfocal-category, or nonfocal-syllable) and reported their strategy use and perceptions of PM task importance. Most participants reported using a strategy regardless of cue focality. However, only under the most challenging condition (i.e., nonfocal-syllable) did participants who reported using a strategy exhibit better PM performance compared to those who did not use a strategy. Additionally, strategy use and cue focality were independently associated with greater costs to ongoing task performance: strategy users exhibited greater slowing relative to individuals who did not use a strategy, and the extent of slowing was greater as the task difficulty increased across cue focality. Finally, perceived task importance appeared to play an important role in the interactive link between cue focality and strategy use on PM performance for the more challenging, nonfocal PM tasks. Specifically, moderation analyses suggested that greater perceived task importance alone may improve the likelihood of PM success for moderately challenging PM tasks (i.e., nonfocal-category), but for the most challenging PM tasks (i.e., nonfocal-syllable), individuals' strategy use was still associated with better PM performance. The present study expands our understanding of metacognition's role in PM performance and has implications for everyday PM performance.

Parallel translation process in consecutive interpreting: Differences between beginning and advanced interpreting students

This study examines the parallel translation process of 30 beginning and 30 advanced consecutive interpreting students (BISs and AISs). It investigates the characteristics and efficiency of parallel translation processing employed during the comprehension phase across proficiency levels. Quantitative and qualitative analyses reveal AISs demonstrated superior information reformulation capabilities, particularly for high-density content, along with more efficient note-taking and utilization compared to BISs. A key finding is that AISs interpreted more propositions than they recorded in their notes, reflecting stronger encoding and memory retention. In contrast, BISs relied heavily on external notation instead of internal memory retrieval, only interpreting a portion of their notes while failing to decipher the rest. These findings uncover complex yet differentiated parallel processing approaches across skill levels, with more successful comprehension-to-production strategies utilized by AISs. Enhancing students’ metacognitive awareness regarding parallel processing techniques may improve information processing efficiency during source language comprehension, ultimately enhancing target language reformulation accuracy and completeness.

Student's Metacognitive Awareness Inventory (MAI) of English Language Education Study Program

Student's Metacognitive Awareness Inventory (MAI) of English Language Education Study Program

Metacognitive Awareness of Older Adult Drivers with Mild Cognitive Impairment: Relationships with Demographics, Subjective Evaluation of Cognition, and Driving Self-Efficacy.

(1) Self-regulation of driving is a means of maintaining one's driving identity. The purpose of this study was to investigate the extent to which older drivers with Mild Cognitive Impairment (MCI) are metacognitively aware of the requirements of specific demanding driving conditions and whether this awareness is linked to subjective assessments of cognition. (2) One hundred seventeen (117) older MCI drivers participated in a telephone survey in which they reported their metacognitive experiences in nine driving conditions, listed as an aim of self-regulation. The analyses included the participants' subjective cognitive assessments, both in terms of their cognitive state and their perceived driving self-efficacy. (3) The analyses pointed out a direct and negative effect of age on the formation of the metacognitive feeling of certainty. Furthermore, an indirect effect of sex through driving self-efficacy was established. This effect was negative in the case of the metacognitive feeling of difficulty and the estimation of effort and positive in the case of the metacognitive feeling of certainty. (4) This position points out the need to establish appropriate levels of the perceived self-efficacy of older drivers with MCI, and it raises issues when it moves to fictitious levels.

Investigating the Nexus between EFL University Students’ Listening Proficiency and Metacognitive Awareness: A Correlational Study

Investigating the Nexus between EFL University Students’ Listening Proficiency and Metacognitive Awareness: A Correlational Study

The experiences of online learning for undergraduate bioscience students

The rapid shift to online education prompted by the global COVID-19 pandemic had an impact on biosciences students at a UK university. This study explores their experiences throughout an academic year, focusing on the misalignment between initial perceptions and eventual realities. Through interviews with 13 third-year biosciences undergraduates, the findings reveal evolving perspectives from apprehension to acceptance. Students valued the flexibility of online learning but expressed concerns about practical skill loss and social interaction. Engagement hinged on educator proficiency with digital tools and communication. As the year progressed, self-regulation challenges emerged, affecting motivation and metacognitive awareness. The study recommends enhancing educator digital skills, implementing effective communication strategies, and integrating engagement-focused approaches for optimal remote or blended learning. The findings contribute to understanding bioscience pedagogy in contemporary higher education and underscore the need for continuous staff development and student support in evolving educational landscapes. Further research is recommended on the broader impacts of online learning on student well-being and academic performance.

Development and Validation of the Metacognitive Awareness Scale for Learning with Multimedia

Development and Validation of the Metacognitive Awareness Scale for Learning with Multimedia