Metacognitive Behaviors Research Articles

Neural Correlates of Metacognition Impairment in Opioid Addiction

BackgroundIndividuals with substance use disorder show impaired self-awareness of ongoing behavior. This deficit suggests problems with metacognition, which has been operationalized in the cognitive neuroscience literature as the ability to monitor and evaluate the success of one’s own cognition and behavior. However, the neural mechanisms of metacognition have not been characterized in a population with drug addiction. MethodsCommunity samples of participants with opioid use disorder (OUD) (n = 27) and healthy control participants (n = 29) performed a previously validated functional magnetic resonance imaging metacognition task (perceptual decision-making task along with confidence ratings of performance). Measures of recent drug use and addiction severity were also acquired. ResultsIndividuals with OUD had lower metacognitive sensitivity (i.e., disconnection between task performance and task-related confidence) than control individuals. Trial-by-trial analyses showed that this overall group difference was driven by (suboptimally) low confidence in participants with OUD during correct trials. In functional magnetic resonance imaging analyses, the task engaged an expected network of brain regions (e.g., rostrolateral prefrontal cortex and dorsal anterior cingulate/supplementary motor area, both previously linked to metacognition); group differences emerged in a large ventral anterior cluster that included the medial and lateral orbitofrontal cortex and striatum (higher activation in OUD). Trial-by-trial functional magnetic resonance imaging analyses showed group differences in rostrolateral prefrontal cortex activation, which further correlated with metacognitive behavior across all participants. Exploratory analyses suggested that the behavioral and neural group differences were exacerbated by recent illicit opioid use and unexplained by general cognition. ConclusionsWith confirmation and extension of these findings, metacognition and its associated neural circuits could become new, promising therapeutic targets in addiction.

An instructional framework for teaching STEM to students with moderate to severe disabilities

AbstractAnswering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and problem‐solving. While there is an increasing body of research surrounding teaching academic content (i.e., mathematics and science) as well as skills that are critical to support student success in these areas (i.e., communication and self‐determination), the research supporting instruction of math, science, and engineering practices and processes are only emerging. The purpose of this article is to provide a research‐based framework for instructional design that provides ideas for cognitive accessibility and supports for students with MSD in STEM. The framework aims to guide teachers in considering why to teach STEM, what to teach, and how to teach it. The framework guides teachers to use evidence‐based practices in special education to teach students to know about STEM (i.e., academic content), do STEM practices and processes (i.e., critical thinking skills combined into routines for asking questions or solving problems), and think in ways that support this learning (i.e., metacognitive behaviors).

Субъективное благополучие преподавателей в современных условиях: эмоционально-личностные и метакогнитивные предикторы

<p>This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of the psychological well-being of teachers. The article presents the results of identifying personality traits, features of the emotional sphere and regulation of emotions, as well as features of metacognition that can influence well-being of teachers in modern conditions. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; test “Differential Type of Reflection”; Cognitive Emotion Regulation Questionnaire and the author's self-assessment questionnaire of metacognitive behavior “Metacognitive Skills in the Structure of Educational and Professional Activities”. Study sample: 106 people aged 20 to 75 years (average age 45,85) – teachers, lecturers, heads of departments of higher educational institutions and colleges. It is shown that the higher levels of metacognitive involvement correspond to the higher levels of subjective well-being. A high index of positive emotions, higher levels of trait conscientiousness and conscious use of metacognitive skills, positive revision and acceptance strategies, and lower acute negative emotions index also have a positive effect. The results described can be helpful in preventative and therapeutic work with the symptoms of professional burnout of teachers.</p>

Metacognition and Thinking Style: Unlocking the Potential of Physics Problem Solving

Thinking styles and metacognition are related as they both have the same space in assessing one’s own abilities. Metacognition and thinking styles have an important role in unlocking the potential of physics problem solving. The objective of this study is to investigate the relationship between metacognition, thinking styles (particularly those proposed by Gregorc), and physics problem solving. The study involved a cohort of 364 students who were pursuing a physics degree at Tadulako University. The results indicated that metacognition behavior exhibited in the process of solving physics problems was classified as high category. The most dominant thinking style was abstract sequential, while the least was concrete random. The data analysis showed a significant difference in metacognition behavior between groups categorized by thinking style. Specifically, the concrete sequential (SK) group exhibited a significant difference with the abstract random (AA) group. These results provide further understanding of how metacognition and thinking styles play a role in physics problem solving. This study contributes significantly to comprehending the connection between metacognition, thinking styles, and the successful resolution of physics problems. The insights gained provide prospects for formulating more efficient physics learning methods that will ameliorate students' aptitude in tackling physics problems.

METACOGNITIVE CORRELATES OF SUBJECTIVE WELL-BEING OF UNIVERSITY TEACHERS IN BORDER REGIONS IN MODERN CONDITIONS

The article explores the relationship of metacognition characteristics with the components of subjective well-being of university teachers in border regions in modern conditions. In the introduction, the main theoretical concepts of metacognition and factors of subjective well-being are considered, the purpose of the study and the hy-pothesis are formulated. The sample of the study was 705 people (72% women) — teachers of higher educational institutions of the border regions (Donetsk and Lugansk regions). To study the characteristics of metacognition and well-being, the following methods were used: Shamionov R.M., Beskova T.V. Methods of diagnostics of subjective well-being of the person, the questionnaire “MCQ-30” by A.Wells, the method “Diff erential type of refl ection”, the questionnaire of self-assessment of metacognitive behavior by E.G. Denisova. According to the results of the cor-relation analysis, the presence of the relationship of the components of subjective well-being with the characteris-tics of metacognition was revealed. It is shown that the level of subjective well-being of residents of border regions in modern conditions is signifi cantly higher with a high level of development of metacognitive skills, systemic refl ection, supporting metacognitive schemes. Indicators that reduce the level of subjective well-being have been identifi ed. In particular, it was found that negative metacognitive patterns are most closely associated with a low level of subjective well-being. In conclusion, the conclusion is made about the signifi cant role of metacognitions in the formation and maintenance of the subjective well-being of residents of border regions in modern conditions.

Investigating an English Teacher’s Cognitive and Metacognitive Behavior: Thinking Aloud Protocols Analysis

Investigating an English Teacher’s Cognitive and Metacognitive Behavior: Thinking Aloud Protocols Analysis

Information seeking in western lowland gorillas (Gorilla gorilla gorilla).

Many animals will seek information when they do not know the answer to a problem, suggesting that they monitor their knowledge state. In the classic "tubes task," subjects are presented with a set of opaque tubes and either see (visible trials) or do not see (hidden trials) which tube holds a food reward on a given trial. Chimpanzees, bonobos, orangutans, and human children show information-seeking behavior on this task, looking into the tubes to find the reward more on hidden than on visible trials. However, evidence for information-seeking behavior in gorillas is limited. In Experiment 1, gorillas that were presented with a classic information-seeking tubes task showed performance patterns consistent with metacognitive behavior; they looked down tubes more on hidden than on visible trials, their accuracy on hidden trials on which they looked was higher than on hidden trials on which they did not look, and they primarily employed an appropriate search strategy when looking down the tubes. In Experiment 2, we decreased or increased the amount of effort required to look down the tubes by increasing or decreasing the height of the tubes, respectively. Gorillas were less likely to look in tubes on trials that required high effort, but continued to look more on hidden than on visible trials, indicating that their tendency to look was affected by both knowledge state and effort. Together these results provide strong evidence for logical, controlled information-seeking behavior by gorillas.

Identifying Metacognitive Behavior in Problem-Posing Processes

Insights into the process of mathematical problem posing is a central concern in mathematics education research. However, little is known about regulative or metacognitive behaviors that are essential to understanding this process. In this study, we investigate metacognitive behavior in problem posing. We aim at (1) identifying problem-posing-specific metacognitive behaviors and (2) applying these identified metacognitive behaviors to illustrate differences in problem-posing processes. For these aims, we identified problem-posing-specific metacognitive behaviors of planning, monitoring & control, and evaluating in task-based interviews with primary and secondary pre-service teachers. As a proof of concept, the identified behaviors are applied on two selected transcript fragments to illustrate how a problem-posing-specific framework of metacognitive behavior reveals differences in problem-posing processes.

Thinking about Kindergarten thinking: A mixed methods study.

Metacognition, otherwise known as ‘thinking about one’s thinking,’ leads to greater academic success and is foundational. Given this importance, metacognitive behaviors need to be developed within early years contexts to provide young children the opportunity to practice these behaviors and receive feedback. However, literature continues to focus on the development of metacognition in later grades. This mixed methods study explored metacognition in eight Kindergarten classrooms. Participants included eight Kindergarten teachers, six early childhood educators (ECEs), and 80 students. Data collection was conducted at two time periods separated by 12 weeks. Data collection included the Children’s Independent Learning Development (CHILD) measure, semi-structured interviews, and classroom observations. The quantitative data from the CHILD were analyzed using a paired samples t-test in SPSS. All qualitative data were analyzed thematically. Qualitatively, three themes were identified: (1) Conceptualization of metacognition, (2) Barriers to developing metacognition, and (3) Operationalization of strategies to facilitate metacognitive development. Evidence demonstrated that participants had incomplete conceptualizations of metacognition. Some articulated simple understandings by reporting the literal translation and were unable to articulate more fulsome conceptions. However, some teachers had more developed conceptions of metacognition that included different facets such as planning and reflective thinking. All participants were forthcoming with identifying ways in which they struggled with implementing metacognitive practices or encouraging the development of metacognition. These barriers included large classroom sizes, developmental readiness, and wide student ability. Despite having an incomplete understanding of metacognition, early years educators were trying a variety of different strategies to help promote metacognitive thinking within their Kindergarten classrooms. Surprisingly, teacher ratings using the CHILD did not change significantly from Time 1 (M = 1.88, SD = 0.744) to Time 2 (M = 1.85, SD = 0.66), t (72) = 0.72, p > 0.05. A similar trend was observed for ECE ratings using the CHILD as they did not change significantly from Time 1 (M = 1.89, SD = 0.70) to Time 2 (M = 1.80, SD = 0.79), t (52) = 1.36, p > 0.05. This research highlights empirical practices that Kindergarten educators can use to help facilitate metacognitive thinking. Furthermore, it identifies a need to better support Kindergarten educators by integrating practices aimed at developing metacognitive thinking in their students through explicit examples of strategies.

Use of SPICE Circuit Simulation to Guide Written Reflections and Metacognition

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> Reflection is a critical skill because it involves thinking about and reviewing one’s work. It contributes to self-regulatory, metacognitive behaviors when practiced regularly. In this research, a unique approach to promote reflection via SPICE simulation after quizzes in a microelectronics course was studied. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> This study aligns with recent calls from the engineering education community for increased use of systematic reflection. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Intended Outcomes:</i> Anticipating the lack of experience with reflection, the authors intended for students to gain experience and realize its benefits. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Application Design:</i> Repeated reflection occurred with the review of weekly quiz or exam results after submission via SPICE and question prompts. Reflections were analyzed by the authors for depth. Pre and postsurveys assessed student perspectives on reflection. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> When reflective depth levels after an initial quiz were associated with subsequent exam results, students who achieved significantly higher results unexpectedly reflected at the lowest level. This suggested the prompts were not designed to challenge all students to reflect. After a subsequent quiz, an overall lower average depth level and an increased number of reflections at the lowest depth level suggested potential fatigue with the reflective prompts. The presurvey had illustrated the lack of experience with reflection and hence, an opportunity. The postsurvey demonstrated highly positive views on reflection, including the development of metacognitive skills. Although the question prompts were likely not designed for optimal reflection, repeated reflection nonetheless made a positive impression on students in need of such experience. Applying these lessons learned may therefore lead to even greater outcomes with reflection.

Türkiye’de Yayımlanan ve Matematiksel Bir İçerik Barındıran Makelelere Yönelik İnceleme

In this research, it is aimed to review the metacognition-themed articles, which have been conducted and published in Turkey on the topic of the mathematics education, within the scope of methodological features and in terms of the subjects/reached results. The research was designed with a descriptive content analysis method. 117 journals published in our country were determined and 41 articles were included in the research. The obtained data were subjected to a descriptive analysis. As a result of the analyses, it was determined that approximately half of the metacognitive-themed articles were conducted with a quantitative approach and descriptive methods. It was noticed that about half of the articles were conducted at the secondary school level, in the second place, that the university level took place with a one-fourth of rate. In terms of the data collection tools, it was found that mostly questionnaire/open-ended questionnaire/scale/tests were used, observation, interview, think-aloud protocol, and documents were applied; in terms of the data analysis techniques, the correlation, descriptive statistics, independent samples t-test, one-way variance analysis, and regression analysis were used. It was reached that when sorted by frequency the correlational, leveling, metacognitive behaviours of the participants in the problem-solving processes were investigated, and experimental research were conducted.

STEM Education and Problem-Solving in Space Science: A Case Study with CanSat

Research has shown that hands-on projects promote stem education, namely via problem-solving. CanSat, literally ‘satellite in a can’, is a stem educational project promoted by the European Space Agency. This paper addresses this issue by researching this STEM project and trying to understand how secondary students solve problems in the STEM CanSat project. We use qualitative techniques of data collection and analysis. The results showed that students used sophisticated thinking strategies to process information within this interdisciplinary project: (a) cognitive testing, cognitive organization, cognitive regulation, and monitoring, in addition to computer language and physical-mathematical calculations, are cognitive and metacognitive behavior strategies revealed in the CanSat; (b) problem-solving was suggested as a specific model, where students’ higher cognitive and metacognitive ordering processes deepen in project development; (c) computational, lateral, or divergent and convergent thinking were detected as thinking types of students associated with and mobilized in the course of problem-solving. The findings of this research have practical implications for STEM education in space science. Hands-on projects using problem-solving are an essential strategy to promote STEM. This project reinforces this. Additionally, they are a starting point to promote meaningful learning and new thinking types.

A review study on the investigation of the effects of using robots in education on metacognitive behaviors

AbstractIn today's technology, robots are now involved in all aspects of life. Therefore, it is inconceivable that robots will not affect the field of education either. In this study, the use of robots in education has been explicitly discussed in terms of the development of metacognitive abilities. For this purpose, literature studies have been conducted both on the development of metacognitive skills and on how robots are used in education. According to the results obtained, although robots have been used in many fields of education, they have not been used primarily in the field of developing metacognitive skills. From this point of view, in this study, some research questions and suggestions for the application of metacognitive models through robots and, therefore, the use of robots to improve metacognitive skills are presented to the researchers. It is expected that it will benefit researchers related to this question and the proposed topic to direct their research and help close the lack of research in this area.

Comparing the Effectiveness of Group Counseling based on Dialectical Behavior Therapy and Metacognitive Therapy on Reducing Aggression in Adolescent Boys with Divorced Parents

Aim: Adolescent aggression causes significant disruption to one’s individual and interpersonal life and, if left unchecked, can change their destiny. The purpose of this study was to conduct a comparison between the effects of two approaches, namely metacognitive therapy and dialectical behavior therapy, on reducing aggression in adolescent boys with divorced parents. Methods: The design of the present study was a quasi-experimental research including control group with pre-test, post-test and follow-up. The sample, consisting of 36 male students whose parents were divorced, was selected by convenience sampling method. The research tool was Aggression Questionnaire (Buss &amp; Perry,1992). Research data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA). Findings: The analysis of covariance in adolescents undergoing dialectical behavior therapy (p &lt;0.05) and metacognitive therapy (P &lt;0.01) interventions showed significant results. Both groups showed less aggression than adolescents in the control group and a significant difference was observed between the effects of these two types of interventions in reducing aggression. Conclusion: Based on the findings and the two-month follow-up, it can be concluded that dialectical behavior therapy reduced aggression among children of divorce by changing the components of emotional regulation, and metacognitive therapy did so by changing negative and irrational cognitions.

An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings.

Programming skills have gained increasing attention in recent years because digital technologies have become an indispensable part of life. However, little is known about the roles of fade-in and fade-out scaffolding in online collaborative programming settings. To close this research gap, the present study aims to examine the roles of fade-in and fade-out scaffolding for novice programmers in online collaborative programming. A total of 90 undergraduate students participated in the exploratory study and were assigned to 15 fade-in groups and 15 fade-out groups. All of the participants completed the same programming task. The findings reveal that fade-in scaffolding can significantly improve collaborative knowledge building, programming skills, metacognitive behaviors, emotions, and collective efficacy. Goal setting, planning, monitoring and control, enacting strategies, and evaluation and reflection are identified as the crucial metacognitive behaviors. The main contribution of this exploratory study is to shed light on how to design and implement scaffolding for novice programmers.

Эмоционально-личностные и метакогнитивные предикторы психологического благополучия студентов в современных условиях

This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of students’ psychological well-being. The article presents the results of identifiesying supporting and dysfunctional factors that affect the level of psychological well-being of the current generation of students. Study sample: 317 people subjects aged 18 to 45 years (average age 20.82) — undergraduate, graduate and postgraduate students. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; Metacognitive behavior self-assessment scale; test “Differential type of reflection”; Cognitive Emotion Regulation Questionnaire and the author’s self-assessment questionnaire of metacognitive behavior “Metacognitive skills in the structure of educational and professional activities”. It is shown that the level of subjective well-being differs significantly depending on the level of metacognitive involvement. A positive effect is also exerted by a high index of positive emotions, a greater level of extraversion and conscientiousness, and a low level of neuroticism. The data obtained can be helpful in developing programs for forming and reforming individual metacognitive strategies that contribute to successful adaptation and maintaining subjective well-being maintenance.

Связь метакогнитивных убеждений и стратегий с выраженностью депрессивной симптоматики в популяционной выборке

The prevalence of depressive disorders indicates the relevance of studying the factors of their formation and course, including in cognition process features and regulation. The aim of the study was to study the differences in the severity of the metacognitive experience (mental structures allowing for involuntary and voluntary regulation of intellectual activity) components of in people with symptoms of depression compared with people without symptoms of depression. Sample: 84 individuals aged 19 to 60 years (M = 25,3; SD = 6,6). Methods: self-rating depression scale by W. Zung (adaptation by T.I. Balashova), a short version of the questionnaire of metacognitive beliefs (MSQ30, adaptation by N.A. Sirota, etc.), differential reflexivity test by D.A. Leont’ev, LaCosta metacognitive behavior self-assessment scale (adaptation by A.V. Karpov). Results. The persons with symptoms of depression expressed introspection (immersion in self-observation) (p ≤ 0,001) and quasi-reflection (going into extraneous thoughts not directly related to life here and now) (p ≤ 0,05), as well as a high frequency of the use of metacognitive beliefs: opinion in the uncontrollability of their negative state (p ≤ 0,001), the need to monitor their thoughts (p ≤ 0,001), self-assessment of their cognitive functions as not working adequately (p ≤ 0,001). The resulting correlations of introspection with a range of metacognitive strategies (conscious decision-making, mental modelling — predicting the consequences of decisions made and building mental models of their knowledge in verbal or figurative form) and dysfunctional metacognitive beliefs (belief in uncontrollable anxiety, cognitive failure) are considered as potential risk factors for depressive disorder, its resistance and instability in remission.

Construction of a taxonomy of metacognitive activities to characterize problem solving learning

This article documents the construction of a taxonomy of metacognitive activities that describes the metacognitive skills of university engineering students during problem-solving learning. The methodology used for the construction of the taxonomy was developed considering some requirements raised in the literature, the constant comparison method, and the execution of seven steps. The construction of the taxonomy was necessary given that the problem solving learning implies the participation of metacognitive skills and these are the set of activities that help the student to monitor and control their learning. Metacognitive skills must be evaluated to provide teachers with information to establish their instructing processes, considering the characteristics of the students. It is important to build a taxonomy of metacognitive activities to carry out an appropriate assessment of metacognitive skills that allows specifying the metacognitive behaviors of the students involved in the learning process. The constructed taxonomy contains detailed descriptions of metacognitive activities, facilitating that other investigations use this instrument. The document is written in such a way that it becomes a guide for future studies to have a reference on how to design a taxonomy of metacognitive activities.

Teaching Metacognitive strategies on Metacognitive Behavior and Internet Self-Efficacy of Female Students at Risk of Internet Addiction during the COVID-19

Background: Adolescents, for whom the Internet is an indispensable part of their daily life, are the most significant group at risk of Internet addiction. The objective of this study was to investigate the effectiveness of metacognitive strategies on metacognitive behavior and internet self-efficacy of female students at risk of Internet addiction during the COVID-19 . Methods: The present research was quasi-experimental with pretest-posttest design with a control group. The statistics population for the academic year 2020-2021 comprised all secondary schools' females in Tehran's 15 district. In this study, purposeful sampling process was applied. Primarily, one school (Ebne Sina) was randomly selected from the secondary schools of region 15 in Tehran, in the second grade. Three classes were chosen from each grade in the form of Lottery and among 360 students, 30 students who were most at risk for internet addiction were randomly selected and assigned in the experimental (n=15) and control (n=15) groups via shad application. The experimental group received metacognitive strategies training for 8 treatment sessions (90 minutes for each session). The data were analyzed with SPSS-23 and analysis of covariance (ANCOVA). Results: Mean and SD of age in the Transactional Analysis and the control groups were 15.87 ± 0.734 and 16±0.816, respectively. Moreover, our findings showed that the experimental and control groups differ significantly in their metacognitive behavior (p =0.01and F=55.349) and internet use self-efficacy during pretest control (p =0.01 and F=43.573). Conclusions: The result of our study showed that metacognitive strategies had significant effects on Metacognitive Behavior and Internet self-efficacy of female students at risk of Internet addiction during the COVID-19 . Therefore, psychological group therapy could be suggested to improve metacognitive behavior and increase internet self-efficacy and thus reduce behavioral and social damages.

Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task.

In this paper, we inquire into possible differences between children with exceptionally high intellectual abilities and their average peers as regards metacognitive monitoring and related metacognitive strategies. The question whether gifted children surpass their typically developing peers not only in the intellectual abilities, but also in their level of metacognitive skills, has not been convincingly answered so far. We sought to examine the indicators of metacognitive behavior by means of eye-tracking technology and to compare these findings with the participants’ subjective confidence ratings. Eye-movement data of gifted and average students attending final grades of primary school (4th and 5th grades) were recorded while they dealt with a deductive reasoning task, and four metrics supposed to bear on metacognitive skills, namely the overall trial duration, mean fixation duration, number of regressions and normalized gaze transition entropy, were analyzed. No significant differences between gifted and average children were found in the normalized gaze transition entropy, in mean fixation duration, nor - after controlling for the trial duration – in number of regressions. Both groups of children differed in the time devoted to solving the task. Both groups significantly differed in the association between time devoted to the task and the participants’ subjective confidence rating, where only the gifted children tended to devote more time when they felt less confident. Several implications of these findings are discussed.