Metacognitive Characteristics Research Articles

Reflexive and Metacognitive Determinants of Professional Activity of IT Specialists

The article presents the results of a study of reflexive and metacognitive regulation of professional activity of IT specialists: analysts and programmers. It is shown that these types of information activities have a structural rather than analytical determination in relation to the main reflexive and metacognitive parameters. Patterns have been established according to which the structural organization of the main reflexive and metacognitive determinants differs both relative to the indices of the structural organization and in comparison with each other according to the criterion of homogeneity-heterogeneity, revealing qualitative differences among themselves due to the peculiarities of professional activity of each of the groups. They are differentiated according to professional affiliation and gender criterion. The ideas about the specifics of the relationship between antireflexion and other reflexive and metacognitive characteristics, mainly reflection, are formulated. It is negative with an equally high level of severity of each of them, which indicates the “suppression” of a high measure of development of one parameter by an equally high level of severity of the second, which does not reduce the overall potential of the structure, but on the contrary, strengthens it. Thus, a new type of connection in the structure is explicated – “inhibitory”, which reflects not synergistic effects, but also non-compensatory tendencies. The obtained results are based on the characteristics of a new subject-information class of activity.

SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics

BackgroundSES is a well-established predictor of academic achievement. However, not all students perform according to their SES-background and the predominantly variable-oriented body of research has neglected the investigation of constellations of SES and academic achievement differing from the commonly reported correlational links. AimsThis study adopted a person-centered approach to identify different SES-achievement patterns and to compare them in terms of individual psychological characteristics. SampleData were collected from an SES-diverse sample of 171 French ninth-graders (Mage = 14.40 years). MethodWe applied latent profile analysis (LPA) to (a) identify the various profiles when considering SES and academic achievement in a national standardized exam, and (b) investigate differences between the profiles regarding individual student characteristics (i.e., school well-being, academic self-concept, text anxiety, executive functions, and metacognition). ResultsLPA revealed 4 profiles: Group 1 (‘resilient achievers’, 19.9% of the sample) was characterized by below-average SES but above-average achievement, Group 2 (‘expected high achievers’, 42.1%) by above-average SES and achievement, Group 3 (‘expected low achievers’, 12.9%) by below-average SES and achievement, and Group 4 (‘underachievers’, 25.1%) by above-average SES and below-average achievement. ‘Resilient achievers’ displayed higher school happiness, better working memory and metacognitive knowledge than ‘underachievers’, and higher academic self-concept than ‘underachievers’ and ‘expected low achievers’. ConclusionsOverall, these results suggest that academic resilience of low-SES students is related to socio-emotional, cognitive, and metacognitive resources that should be fostered in all students to promote academic achievement.

Особенности личностно-смысловой сферы студентов с разным индексом склонности к когнитивным ошибкам

Introduction. Cognitive errors (distortions) are of a semantic nature; they are based on distortions in the semantic sphere of personality, first of all, at its deep levels related to beliefs, semantic attitudes, life orientations, and metacognitive characteristics. However, there is currently a shortage of studies that would set a goal to prove this statement. The purpose of the work: to identify the peculiarities of the personal and semantic sphere of students with different indexes of propensity to cognitive errors. The materials and methods. The study was conducted using the Google Forms platform for creating and administering surveys and online forms. The sample size was 485 respondents, including 433 men and 52 women aged 17-25 years. The Cognitive Mistakes Questionnaire (CMQ − CMQ) (A. Freeman, R. Devulf, adapted by A.E. Bobrov and E.V. Faizrakhmanova) was used to study the propensity of personality to cognitive errors. The following methods were used to study the personal and semantic sphere of the respondents: the method of diagnostics of socio-psychological adaptation (SPA) (C. Rogers, R. Diamond, adapted by A.K. Osnitsky), “Big Five” (BFI) (R. McCrae, P. Costa, adapted by A.B. Khromov), Irrational Attitudes Diagnostic Methodology (A. Ellis), Basic Beliefs Scale (WASWorld assumptions scale) (R. Janov-Bulman, adapted by O. Kravtsova), Biographical Questionnaire for the Diagnosis of Behavioural Disorders (BIVBiographisches Inventar zur Diagnose von Verhaltensstoerungen) (Bottscher, Jager, Lischer), Life Orientations Questionnaire (LOQ) (E. Yu. Kravtsova), The Questionnaire to determine the content of the system of life meanings (V.Y. Kotlyakov), the method of diagnostics of coping mechanisms (E. Heim). Kruskal-Wallis H-criterion was used as a method of statistical data processing. The results of the research. It was revealed that there are statistically significant differences in the following indicators of the personal and semantic sphere of students with different indexes of propensity to cognitive errors: in adaptability in interpersonal relations; in the indicators of extraversion, emotional instability and expressiveness; in the expression of irrational attitudes and such basic beliefs as the benevolence of the world, the kindness of people, the value of one's own self, the degree of luck, the conviction in one's own value; in the indicators of family deficit syndrome; in such life orientation as transsituational mobility; in communicative life meanings and dominant coping mechanisms. The conclusion. The study revealed differences in the indicators of the personal and semantic sphere in students with different indexes of propensity to cognitive errors.

The expertise of novices: A framework for prospective teacher’s noticing of children’s mathematical thinking

The purpose of this study was to articulate nuances within the process of learning to notice and to provide a framework for characterizing the capabilities of noticing in prospective mathematics teachers. We collected and analyzed data on teacher noticing based on classroom videos from prospective teachers in a mathematics content course. We analyzed data in accordance with existing research-based frameworks on noticing and in consideration with literature on expertise. We provide the Framework for the Expertise of Noticing, which describes noticing expertise along five dimensions: Evidence-based Noticing; Concrete vs. Abstract Characteristics in Noticing; Individual vs. Pattern Focus in Noticing; Task vs. Contextualized Perspective in Noticing; and Cognitive vs. Metacognitive Characteristics in Noticing. The framework is a tool for mathematics education researchers and teacher educators who study and support the development of noticing in prospective teachers.

Blinded by wistfulness: on how nostalgia strengthens attitudes

ABSTRACT Across four studies, we explored how feeling nostalgic about an attitude object impacts the metacognitive characteristics of the attitude toward that object and how those metacognitions predict the evaluation’s underlying strength. In each study, participants reflected on and evaluated a song or television show that either did or did not elicit nostalgia. Across these studies, we found support for the hypotheses that nostalgic attitude objects are viewed more positively, appraised with greater attitudinal importance, and exhibited less objective ambivalence. In Study 4, we observed that nostalgic attitudes are associated with greater behavioural intentions and that this relationship was mediated both by attitudinal importance and objective ambivalence. These studies contribute to our understanding of how nostalgia affects attitude formation processes.

Analysis of metacognitive characteristics in group discussion on grade 5 fraction materials

Math problems require students to think critically in solving a problem. Metacognition leads to the ability to think critically and think at a higher level cognitive process in learning. This study aims to describe the characteristics of metacognition in group discussions on fraction material for grade 5 elementary school students. This type of research uses qualitative descriptive research. The data collection methods used in this research are observation, interview and documentation. The characteristics of students' metacognition can be obtained through observation when students discuss working on problems. Metacognitive activities of 5th grade elementary school students are classified into 3 namely awareness, regulation and evaluation. Students' metacognitive awareness is able to understand the problem and students are able to know what the next thing will be done after understanding the problem. Regulation students are able to choose the strategy that will be used to solve the problem and students are able to apply the chosen strategy to solve the problem. Evaluation students are able to check the answers that are done correctly and are able to ensure that the answers are correct. During group discussions, students are divided into 3 roles, namely students as experts, facilitators and beginners. During group discussion activities to solve problems, not all metacognitive activities appear in each student. Facilitators can influence beginners to be active in the discussion and expert students can help group mates to rethink what they have done before.

Cognitive-stylistic and metacognitive characteristics of schoolchildren and students with different indicators of digital competence

Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the "digital generation", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: "Style of thinking" (A.K. Belousova), "Method of diagnosing the stylistic parameters of learning" (A. Salomon, R. Felder), "Metacognitive skills in the structure of educational and professional activity" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital competence. The results obtained indicate the need to include in the programs for the development of digital competence of students of schools and universities activities aimed at the formation of metacognitive skills, and their implementation in conditions of joint educational activities.

초등 영재학급 학생들의 팀 연구 과정에서 나타나는 메타인지 특성 분석

초등 영재학급 학생들의 팀 연구 과정에서 나타나는 메타인지 특성 분석

Discovery Learning Learning Analysis to Develop High Level Cognitive Learning Outcomes Based on Student Metacognitive Characteristics

Study findings about students' learning needs became the basis for this research. To improve high-level cognitive learning outcomes based on students' metacognitive characteristics, this research will apply Discovery Learning. This research uses Solomon Four Groups Design, a type of quasi-experimental research methodology. The research population was 216 fourth grade students at Al Kautsar Elementary School. In keeping with the research objectives, a cluster random sampling approach was used to select the sample for this investigation, resulting in a total of 112 students. The data analysis method uses the Man Whitney test which is non-parametric. Research findings show that discovery learning is effectively implemented in elementary schools because it can foster student participation in learning activities, which in turn can improve cognitive learning outcomes at a high level based on students' metacognitive characteristics.

Set of Factors Projected as Ontological Essence of Theoretical Construct: Statistical Reconstruction of Psychological Tendencies

Statistical reconstruction can be applied to psychological tendencies that project themselves as the ontological essence of a theoretical construct. This research featured the theoretical construct of individual cognitive education space. The research objective was to study the operational possibilities of statistical measurement of a theoretical phenomenon. The general scientific principles of systemic anthropological psychology served as the methodological basis of conceptual interpretation. The theoretical construct of individual cognitive education space was reconstructed through temporal, operational, cognitive, and metacognitive dimensions. The statistical methods included correlation analysis, principal component analysis, scree test, and Shapiro – Wilk test. They revealed three components of linear functions from theoretically identified and empirically measured temporal, operational, cognitive, and metacognitive characteristics. The component behind the interrelation of cognitive and metacognitive processes was identified empirically. It included six main metric elements, namely: temporal-cognitive strategies for solving problems of switching between tasks, dynamic components of positional strategies, motivational self-determination, design, forecasting, and structural components of constructive and conceptual levels. The study proved the empirical efficiency of statistical reconstruction applied to theoretical constructs and defined the psychological specifics of individual cognitive education space.

Metacognition and self-control: An integrative framework.

Self-control describes the processes by which individuals control their habits, desires, and impulses in the service of long-term goals. Research has identified important components of self-control and proposed theoretical frameworks integrating these components (e.g., Inzlicht et al., 2021; Kotabe & Hofmann, 2015). In our perspective, these frameworks, however, do not yet fully incorporate important metacognitive aspects of self-control. We therefore introduce a framework explicating the role of metacognition for self-control. This framework extends existing frameworks, primarily from the domains of self-regulated learning and problem-solving (e.g., Schraw & Moshman, 1995; Zimmerman, 2000), and integrates past and contemporary research and theorizing on self-control that involves aspects of metacognition. It considers two groups of metacognitive components, namely, (a) individual metacognitive characteristics, that is a person's declarative, procedural, and conditional metacognitive knowledge about self-control, as well as their self-awareness (or metacognitive awareness), and (b) metacognitive regulatory processes that unfold before a self-control conflict (forethought and prevention), when a self-control conflict is identified, during a self-control conflict (regulation and monitoring), and after a self-control conflict (reflection and evaluation). The proposed framework integrates existing research and will be useful for highlighting new directions for research on the role of metacognition for self-control success and failure. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Characteristics of Students' Metacognitive Ability in Solving Problems using Awareness, Regulation and Evaluation Components

The process of solving absolute value problems is not only associated with the simplification of equations or inequalities. Students also need to pay close attention, ask the right questions, carry out the right strategies, and acquire adequate information. This step is essential to prevent students with good metacognitive ability from drawing wrong conclusions. The research discusses the metacognitive characteristics of mathematics education students in solving absolute value problems from the awareness, regulation and evaluation components. Participants consisted of 101 students from four state universities in the city of Malang. Data were obtained through written answers, transcripts of think aloud, and interviews. The data collected were analyzed to determine their metacognitive abilities in terms of awareness, regulation and evaluation components. The result showed that the metacognitive ability of low-skilled students only exists in the awareness component, which is thinking about what is being asked. Furthermore, those medium capable of the awareness component still lack adequate thinking ability. In the regulation and evaluation components, students do not realize that there are still inappropriate steps in solving problems and fail to check the correctness of their answers. However, high-ability students can solve problems in different ways and easily distinguish accurate information using effective strategies. Learn how the metacognitive characteristics of students in solving non-routine absolute value application questions, provides space for educators to be able to create appropriate learning models.

Teachingworkers’ resource-based thinking psychology

The article discusses the psychological features of the resource capacity of teaching worker, necessary for the implementation of professional activities. To study resource-based thinking, a comparative analysis of pedagogic (N = 110) and medical (N = 106) workers was carried out. The criterion for such a division included belonging of these workers to the type of socionomic professions. In an empirical study, data collection was carried out using the methods of “Thinkingresourcefulness assessment” (Irina Serafimovich, Yelena Medvedeva, Natal’ya Surina); “Individual well-being subjective diagnostics” (Rail’ Shamionov, Tat’yana Beskova); “5 Facet Mindfullness Questionnaire” (Ruth A Baer, Gregory T. Smith, Jaclyn Hopkins, Jennifer Krietemeyer, Leslie Toney; adaptation: Nadezhda Yumartova, Nataliya Grishina); “Diagnostics of the level of emotional burnout” (Viktor Boyko). In the course of the study, the hypothesis was verified that the formation of resource-based thinking is significantly influenced by the peculiarities of the lifestyle and organisation of the subject's work activity. It has been established that there are differences in the peculiarities of the manifestation of resource-based thinking among pedagogues and medical workers. The resource-based of professional thinking among the socionomic type professions’ representatives is closely interrelated with the work experience, the peculiarities of the professionalisation process. Lifestyle features, a variety of hobbies, leisure organisation features, mum's education and the number of hobbies in childhood influence the development of resource-based thinking. Resource-based thinking is considered as a professionally important quality and is revealed as one of the key metacognitive characteristics that ensure both professional success and psychological well-being. A high level of development of resource-based thinking positively affectsthe level of subjective well-being of an individual. The importance of resource-based thinking as a factor in the prevention of emotional burnout is substantiated.

Characteristics of Student Metacognition in Mathematical Problem Solving Viewed From Personality Types

The ability to solve a problem is one of the main aspects of learning mathematics in schools, starting from elementary school to high school. Many factors need to be considered in solving mathematical problems, one of which is metacognition and personality type. The purpose of this research is to describe the metacognitive characteristics of students in solving mathematical problems in terms of personality type. Data collection methods that researchers use are questionnaire methods, test methods, and interview methods. The results show that, students with high levels of metacognitive ability are able to identify what is known and what is asked, are able to think of action plans, are able to build alternative solutions, and feel they do not need to check again when they are finished working, students with moderate metacognitive abilities able to identify what is known and what is asked, able to think of action plans, able to build alternative solutions, and feel the need to re-check the answers that have been made, students with low-level metacognitive abilities are not able to identify what is known and what is being asked, not able to think of an action plan, unable to develop alternative solutions, and feel no need to check again when finished working.

Evaluating the effects of the analogical learning approach on eighth graders’ learning outcomes: the role of metacognition

Teaching with analogies is an important pedagogy that helps learners construct abstract conceptions through reasoning with something familiar. Heat concepts were chosen for this study because they have an intangible nature and involve complex mechanisms that often challenge school-aged learners. Learning this kind of complex concept with analogies involves complicated mental processes that could demand learners’ metacognitive abilities; yet, to date, the influence of metacognition has been left unexamined. This study therefore investigated how metacognition differentially affected adolescents’ processes and outcomes of analogical learning about abstract heat concepts. Eighty-three eighth graders participated in the study and attended two units of Teaching-With-Analogies on specific heat and heat transfer. This study adopted a mixed-method approach along with within-group comparisons. Among them, eight individuals from each of the high-, moderate- and low-metacognitive groups were interviewed to explore the utilized metacognitive activities and their relation with the ability to reason with analogies. The quantitative findings revealed that analogies benefited the moderate metacognitive learners, and yet did not alter the conceptual understanding of the high and low metacognitive cohorts. A unique explanatory power of metacognition was also observed on the learners’ post conceptual understanding, in addition to on their prior knowledge. Verbal process data illustrated that metacognitive abilities substantially influenced every stage of solving heat problems with analogies. The differential outcomes of the analogical learning approach were explained by in-depth case analyses considering the use of prior knowledge and the absence of metacognition during analogical reasoning. Metacognitive characteristics of the dynamic analogy-inferring process for different metacognitive groups were synthesized. The associated implications for the analogical learning approach and accommodations for adolescents of different levels of metacognition are also discussed.

Unity of heaven and humanity: Mediating role of the relational-interdependent self in the relationship between Confucian values and holistic thinking.

As the primary value system in Chinese culture for almost 2,000 years, Confucianism has profoundly influenced the mindset of Chinese people. Cultural psychology studies have highlighted that individuals with different cultural backgrounds vary in their preferences for certain personality traits, such as self-construal, and their metacognitive characteristics, such as thinking modes. Compared with Western cultures, Chinese culture shows a preference for the interdependent self and holistic thinking. To investigate the relationship between the relational-interdependent self, holistic thinking, and traditional Chinese values (which are represented by Confucian values), we surveyed 327 Chinese adults using the Confucian Traditional Values Survey, Holistic Thinking Scale, and Relational-Interdependent Self-Construal Scale. The results show that Confucian values positively influence both holistic thinking and the relational-interdependent self, the latter of which partially mediates the positive relationship between Confucian values and holistic thinking. This study deepens the understanding of the psychological features of Chinese culture.

Are people with obsessive-compulsive disorder under-confident in their memory and perception? A review and meta-analysis.

People with obsessive-compulsive disorder (OCD) tend to distrust their memory, perception, and other cognitive functions, and many OCD symptoms can be traced to diminished confidence in one's cognitive processes. For example, poor confidence in recall accuracy can cause doubt about one's memory and motivate repeated checking. At the same time, people with OCD also display performance deficits in a variety of cognitive tasks, so their reduced confidence must be evaluated in relation to their actual performance. To that end, we conducted an exhaustive review and meta-analysis of studies in which OCD participants and non-clinical control participants performed cognitive tasks and reported their confidence in their performance. Our search resulted in 19 studies that met criteria for inclusion in the quantitative analysis, with all studies addressing either memory or perception. We found that both performance and reported confidence were lower in OCD than in control participants. Importantly, however, confidence was more impaired than performance in participants with OCD. These findings suggest that people with OCD are less confident in their memory and perception than they should be, indicating a genuine under-confidence in this population. We discuss potential mechanisms that might account for this finding and suggest avenues for further research into under-confidence and related meta-cognitive characteristics of OCD.

Mathematical metacognitive characteristics of Chinese middle school students in efficient mathematics learning

Mathematical metacognitive characteristics of Chinese middle school students in efficient mathematics learning

The Relationship Between Suicidal Behavior and Metacognitive Characteristics in Male Patients with Antisocial Personality Disorder

Objective: Antisocial personality disorder (ASPD) is a mental disorder with impaired psychosocial functioning and carries a high risk for suicide. Previous studies have investigated the role of metacognitive considerations in individual behavioral differences and provided ample evidence of significant relationships between emotional processes, cognition, metacognitive beliefs, and behavior. A close relationship between metacognitive functions and personality disorders was suggested. This study investigated the relationship between the metacognitive characteristics of male patients with ASPD and suicidal behavior. Method: We included seventy-four patients diagnosed with ASPD according to DSM-5 criteria, who applied to Çukurova University Faculty of Medicine Balcalı Hospital, Department of Psychiatry, as the patient group and 74 healthy volunteers as the control group. Sociodemographic data form, Metacognition Questionnaire (MCQ), Beck Suicidal Ideation Scale (BSIS), Suicidal Behaviors Questionnaire (SBQ), Beck Depression Inventory (BDI), and Beck Anxiety Inventory (BAI) were administered to the participants. Results: The control and ASPD groups were similar in terms of age, years of education, educational and marital status, and place of residence (p>0.05 for each). The MCQ and its subscales, BSIS, SBQ, BDI, and BAI scale scores, were significantly higher in the patient group (p<0.05 for each). Patients who have previously attempted suicide have significantly higher MCQ- uncontrollability and danger (p=0.028), MCQ- need to control thoughts subscales (p=0.016), and BSIS, SBS, BDI, BAI (p<0.001 for each) mean scores than those who have not attempted suicide. There was a positive correlation between SBQ and MCQ-cognitive confidence (p=0.04) and MCQ- need to control thoughts (p=0.01) subscales in the patient group. Conclusions: Metacognitive beliefs may be associated with the severity of suicidal behavior, depression, and anxiety symptoms in male patients with ASPD. The negative metacognitive functions, especially beliefs about the need to control thoughts, may help determine the risk of suicide in individuals with ASPD, and metacognitive therapy methods may be beneficial for those patients.

Metacognitive Transcendence in the Learning of the Project Activity of Design through the Sketchbook Visuality

This article aims to report the transition from intuitive to intentional projective activities in design recorded in the visual modes of sketchbook to analyze the metacognitive processes of design students. Phenomenography was used as an empirical sampling method to diagnose the sketchbooks of industrial design and graphic design students. The observation criteria focused on describing the metacognitive characteristics of the students with respect to the way they recorded their ideas visually, which showed design-specific projective actions. This research demonstrated and codified how students externalize intentional approaches in their sketchbook iterations, which can be grouped into three representation strategies: technical, methodological, and reflective; they are related to their experiences in projective activity. Consequently, we propose a new category called metacognitive transcendence, which refers to a strategy for controlling and regulating cognitive processes to transform an intuitive action into an intentional action mediated by a cognitive artifact: the design sketchbook. Three ways of metacognitive transcendence are suggested: instrumental (technical aspects), procedural (related to projection), and comprehensive (own reflection about the project itself).