Metacognitive Components Research Articles

The Predictive Role of Teaching Experience in Teachers’ Implementation of Metacognitive Knowledge

Aim. While there is so much emphasis on teachers' metacognition, little is known about the role of teaching experience in teachers' metacognition and their instructional practices. Therefore, the current study aimed to provide new insight into the extent to which experience in teaching might predict teachers' metacognition or their awareness of each metacognitive component and sub-factor. Furthermore, the use of teachers' metacognition in their instructional practices was explored. Method. A quantitative research method was used to investigate teachers’ metacognition and their teaching experience. For this purpose, 130 teachers participated and completed the Metacognitive Awareness Inventory for Teachers (MAIT) questionnaire. Independent T-test and Enter regression were used to analyse the data. Results. The analysis of the collected data revealed that years of teaching experience could be a predictor of teachers' metacognitive knowledge but not their metacognitive regulation. Conclusion. Teachers can enhance their metacognition from the first years of teaching, and through training and practice, they can strengthen their abilities.

Investigating cognitive and metacognitive components of WebQuest-based education in the 7<sup>th</sup> grade work and technology curriculum according to Shannon’s entropy technique

The current research was conducted to investigate the cognitive and metacognitive components of WebQuest education in the 7<sup>th</sup> grade work and technology curriculum using the strategy of quantitative content analysis and Shannon’s entropy technique. From the total population, it was selected as the sampling method of the research, therefore, all content elements, including activities, images, texts, and self-evaluations, were analyzed and investigated. These content elements were organized as the content analysis checklist and data collection tool. In this research, for the core components, the components obtained from the research with the title of “The application of WebQuest in teaching third-grade elementary science” were used, which included two core categories, cognitive and metacognitive, along with basic themes. The results of the examination of the cognitive components showed that in the 7<sup>th</sup> grade work and technology curriculum, the most attention was paid to the component of “pluralistic thinking” with an importance coefficient of (0/128) and also the least attention was paid to the components of “constructive thinking” and “creative thinking” with an importance coefficient of (0/061). Also, the results of the metacognitive components analysis illustrated that in the 7<sup>th</sup> grade work and technology curriculum, the most attention was paid to the components of “self-efficacy skills”, “self-management skills”, and “self-control skills” with an importance coefficient of (0/164) and the least attention was paid to the components of “self-directed skills” and “self-monitoring skills” with an importance coefficient of (0/109).

The Influence of Memory and Metacognitiveness on Students' Value

Learning behavior has an important role in forming the basis of intellectual, social and emotional development, including for elementary school students. Achieving learning goals and increasing learning achievement can be achieved by paying attention to several aspects, both internal and external. Internal aspects include student learning behavior. The student's learning behavior consists of several components, namely attitude, learning motivation, learning strategies, memory and metacognitive components. This research aims to analyze the contribution of two components of learning behavior, namely memory and metacognitive, to student achievement, namely achievement of grades, at the time of improvement. class. This research is quantitative research with a descriptive approach, data analysis is quantitative/statistical, with the aim of testing the hypothesis that has been applied. Data processing was carried out using regression tests and correlation tests using SPSS version 20. The research subjects were 3rd grade students of SDN 1 Drangong, Serang Regency, SDN Kubang Lesung Kulon and SDN Cimone 3, with a total sample of 94 respondents. The results of the research showed that the independent variables were memory and metacognitive variables, both partially and simultaneously, have a positive effect on the independent variable, namely achievement of grades. The Memory Variable (X1) has a sig value of 0.000 and a calculated t of 5.112. Metacognitive (X2) has a sig value of 0.024 and t count of 4.273. Meanwhile, simultaneously the sig value obtained is 0.000 and the calculated F is 30,256. This can be interpreted that if memory and metacognition increase, then the achievement of grades will also increase

A digital world toolkit: enhancing teachers' metacognitive strategies for student digital literacy development

The exploration of the relationship between the use of metacognitive strategies and instructional improvement among teachers, with a particular focus on students' media literacy and information management forms the basis for this research study. The study involved 252 teachers enrolled in the master's programme in educational technology at an online university. To assess teaching styles and the integration of the Internet in the classroom, a quantitative methodology was used through the PISA 2018 questionnaire. The results indicate the reliability of the instrument in measuring digital literacy across the seven dimensions addressed. In addition, the Metadig tool is used to measure the metacognitive component in relation to media literacy. It is observed that its application stimulates the acquisition and development of each dimension analysed. Teachers who use metacognitive strategies and promote media literacy enhance the development of digital competence in the classroom. It therefore seems appropriate to integrate well-structured approaches to self-regulated learning through metacognition into teacher education. Metacognition supports effective organisation of learning, control of information and understanding of context, fostering autonomous learning. These efforts promote digital competences in the use of online resources, and ultimately enrich teaching methods and learning strategies.

What’s metacognition got to do with the relationship between test anxiety and mathematics achievement?

Research examining the joint relationships between test anxiety, metacognition, and mathematics achievement revealing the mediational role of metacognition in the relationship between test anxiety and mathematics achievement is sparse. A mediation study was designed to redress this imbalance. The Children’s Test Anxiety Scale (CTAS), Junior Metacognitive Awareness Inventory (Jr. MAI), and Mathematics Achievement Test (MAT) were distributed to 943 (442 males and 501 females) Grade 7 (n = 477) and Grade 8 (n = 466) students aged between 11–12 (Mage = 11.5, SD = .88) and 11–13 (Mage = 12, SD = .91) years, respectively. In this study, multiple mediation models were tested to explore the role of metacognition as a mediator of the effect of test anxiety on mathematics achievement. Results indicate that although both test anxiety and metacognition were significantly related to mathematics achievement, metacognition was not a statistically significant mediator in the relationship between test anxiety and mathematics achievement. Specifically, the knowledge of cognition component of metacognition was the only significant mediator, mediating the relationship between off-task behaviors and mathematics achievement. Findings support the beneficial role of metacognition with the rewarding side of a key implication that without developing metacognitive knowledge, efforts at alleviating test anxiety to maximize achievement in mathematics may well be fruitless. Educational and practical implications are discussed.

Digital Literacy as a Meta-Cognitive Component of Younger Students’ Intellectual and Creative Potential in Foreign Language Lessons

The article reflects on the results of the digital literacy study in the structure of the meta-cognitive component of the intellectual and creative potential of younger schoolchildren in foreign language lessons. The team of authors substantiates the relevance of approaches to understanding digital literacy as an element of meta-cognitive skills and its increasing role in the development of language education in modern conditions of electronic information society. The scientific and analytical baggage of scientific and pedagogical research of Kazakhstani and foreign authors made it possible to identify the features of universality and meta-subjectivity inherent in the psychological and pedagogical phenomenon of digital literacy. Hypothesis: self-mastery of a foreign language in the modern information and communication space acquires the features of meta-subjects under the influence of digital literacy of students. The revealed similarity of skills and knowledge of speech-thinking activity and digital literacy as metacognitive categories and aspects of meta-knowledge form the intellectual and creative potential of a student’s personality. The results of the study prove that digital literacy as an element of the meta-cognitive component of the intellectual and creative potential of students has an intensifying effect on the development of speech-thinking skills in younger schoolchildren. The results obtained are based on experimental data confirming that the integration of techniques, methods, and means for the development of digital literacy acts as an intensifier of speech-thinking processes, increasing the effectiveness of teaching a foreign language in primary school. Among the defiantly difficult is the task set by the author’s team: to create a universal psychological and pedagogical algorithm to improve the meta-cognitive component of the intellectual and creative potential of a younger student with the actualization of the methodology of digital literacy in the humanities of the language cycle (state languages, literature, foreign languages, social studies, history, etc.). The training sample consisted of data obtained in the course of ascertaining and modeling experiments from real texts written by schoolchildren. Each text was checked and marked up by two experts in accordance with the levels of psychological, pedagogical, and subject competencies, which made it possible to determine the dynamics of digital literacy of younger schoolchildren in the structure of metacognitive activity of students learning foreign languages, which makes it possible to verify it as the core of the intellectual and creative potential of the student. The authors believe that the digital literacy of a modern student is a “soft power” of a new type of linguodidactics since it allows reformatting the speech and behavioral value matrix of the younger generation under the influence of the translation of priority standards of behavior in a particular ethnic society. Digital literacy is an unconditional way to expand the possibilities of developing an individual system of metacognition, determining the significant potential of its integration with the content of the foreign language teaching program in elementary grades.

METACOGNITIVE STRATEGIES IN WRITING

Metacognition is, thinking about one’s thinking. It refers to the processes used to plan, monitor, and assess one’s understanding and performance. It includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and a learner. It also includes knowledge about when and how to use particular strategies for learning or problem-solving. The two components of metacognition are: (1) knowledge about cognition and (2) regulation of cognition. Metacognition encompasses the study of memory-monitoring and self-regulation, metareasoning, consciousness/awareness and autonoetic consciousness/self-awareness. The purpose of this research was to examine the metacognitive strategies used by EFL learners in writing the research proposal and also to identify their attitude towards metacognitive strategies in doing the task. The participants of the study constituted 85 undergraduate female students of level 8, English Department, Samtah University College, Jazan University. A metacognition inventory and an attitude scale were adapted to meet the requirements of the study. The study results will help the teachers to support, facilitate and train the students to become autonomous learners so that the students will be able to achieve academic/research writing skills based on critical thinking skills. Summing up this study, the researcher has observed that university students should enrich their metacognitive abilities. It also indicated that English teachers should take up the responsibility to train Saudi students in enhancing metacognitive abilities to prepare them for future to meet personal, professional, communicative, and global challenges.

과학중점고 학생들의 메타인지 형성과 발전에 대한 사례 연구

Objectives This study aims to identify the components of metacognition by analyzing the generations and results of meta-cognition and the context that affects it in science core high school students, and the context that affects it.
 Methods The researcher conducted in-depth interviews on the topic of meta-cognition with science core high school students and analyzed the raw data line by line. The researcher derived individual themes from the research participants, organized these themes into categories at the level of commonality, and analyzed them using the case study analysis method suggested by Yin (2014).
 Results A total of 47 themes were derived as a result of the study, and the researcher aggregated them to a more abstract level in terms of the commonality of learning experience and presented categories. The categories were derived from 10 categories: detailed observation, scientific thinking practice, experimentalism, cultivation of integrative thinking, intellectual collaboration, self-directed learning, making one's own formula, ability to apply theory, eyes to see the invisible world, and intellectual delight. Finally, it was rearranged into four components: planning, inspection, regulation, belief and intuition, which are the units of analysis of the case study and the components of meta-cognition. In planning, detailed observation, scientific thinking exercise, and experimentalism appeared. In inspection, cultivation of integrated thinking, intellectual collaboration, and self-directed learning were found. In regulation, the ability to create one's own formula and to apply theories was shown. In belief and intuition, it appeared as an eye that can see the invisible world and intellectual delight.
 Conclusions Based on the results of the study, the mechanisms of meta-cognitive generation, expression, context, and outcome of science core high school students were identified. In addition, suggestions were made for the implementation of fun science classes to improve meta-cognition of science core high school students.

Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review

The importance of self-regulated learning (SRL) for academic learning and achievement is already well established. In terms of developing a comprehensive understanding of SRL, executive functions (EFs), which are seen as an important influential factor for learning and goal-oriented behavior, should be taken into consideration. Some authors have linked SRL and EF via metacognition (MC), which forms a fundamental component of SRL, and like EF, represents higher-level cognitive processes. Therefore, this systematic review searched education and psychology databases to determine the natural development and current state of research on the three constructs. Academic transitional periods were brought into focus because of their influence on learners’ well-being and academic achievement. An evaluation of 30 publications indicated that strong development of simple EFs occurs before the transition from preschool to primary school. Moreover, there is a decrease in the motivational component of SRL and the use of metacognitive SRL strategies during the transition from primary to secondary education but an increase in metacognitive awareness. Simple as well as complex EFs also increase during this transition, with a later developmental peak for complex EF. The transition from secondary to tertiary education is accompanied by positive developments in the cognitive and metacognitive components of SRL, with small increases for simple EFs, and larger increases for complex EFs. In conclusion, the findings suggest there is an early developmental maximum for EFs compared to SRL and MC, which supports the theory that EFs are the foundation for SRL and MC.

Conceptual disorganization as a mediating variable between visual learning and metacognition in schizophrenia.

The aim of this study was to evaluate the relative contributions of visual learning and conceptual disorganization to specific metacognitive domains in a sample of outpatients with stable schizophrenia. A total of 92 consecutive outpatients with stable schizophrenia were recruited in a cross-sectional study. We analyzed the data with five path analyses based on multiple regressions to analyze the specific effect of visual learning on metacognitive capacity and metacognitive domains and the possible mediating role of conceptual disorganization. We found that (i) visual learning was negatively correlated to metacognitive capacity and its domains on the one hand and conceptual disorganization on the other hand; (ii) conceptual disorganization was negatively associated with metacognition and its domains; and (iii) when the mediation effect was considered, conceptual disorganization fully mediated the relationship between visual learning and mastery, whereas it served as a partial mediator of the effect of visual learning on the other metacognition domains, i.e., self-reflectivity, understanding others' mind, and decentration. These results delineate an articulated panorama of relations between different dimensions of metacognition, visual learning, and conceptual disorganization. Therefore, studies unable to distinguish between different components of metacognition fail to bring out the possibly varying links between neurocognition, disorganization, and metacognition.

The double-strand bond between metacognition and schizophrenia: actual impact and future directions

Controlling, monitoring, and modulating cognitive processes is what is known as metacognition: it guides behavior through several types of mental activities that range in complexity from discrete activities, such as recognizing others' judgment, to more integrated ones, such as recognizing oneself and others' cognitive processes. There is an increasing body of research examining the impact of schizophrenia on metacognition, underlining their double-strand link, especially on a wide range of mental processes, including reasoning, autobiographical memory, cognitive beliefs, and clinical insight. Metacognition is intimately linked to the severity of symptoms as well as specific symptomatic sub-domains, such as positive symptoms, negative symptoms, or disorganization. Recently, cognitive-derived psychotherapies have been developed to treat metacognitive deficits in schizophrenia. While all these treatments share a metacognitive component, each one targets different aspects. In metacognitive therapy, false or unhelpful beliefs are treated; in metacognitive training, cognitive biases are the main focus; in cognitive-behavioral therapy for psychoses, the core is represented by schematic dysfunctional beliefs; in metacognitive reflection insight therapy, metacognitive knowledge and self-identity are addressed; and in metacognitive interpersonal therapy for psychosis, interpersonal ideas or events may trigger delusional thinking. Future directions should address the need for more refined knowledge of metacognition processes and the need for growing mental health professionals’ expertise in the field. Moreover, the evaluation of metacognition-based intervention effectiveness in real-world populations and in high-risk psychosis and their enforceability in mental health facilities should become a critical issue.

Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings

The integration of 21st-century skills (e.g., critical thinking, communication, collaboration, and metacognition) in teaching is essential for the quality of education and to prepare students for the challenges of 21st-century skills. One teaching method that can improve these skills among students is project-based learning (PBL). However, teachers themselves should be proficient in these skills to achieve this goal. The present study focuses on three skills: metacognition, creativity, and critical thinking, which are considered cognition-related 21st-century skills; integrating them in PBL settings may improve teaching and learning performances. This study aims to examine whether and in what way there are relationships between components of metacognition, creativity, and critical thinking in self-reported teaching performance (SRTP) in PBL settings. To examine the research questions, we analyzed 29 journals in which teachers described a project they had planned, which was carried out by students using a mixed-method design model. All participants were home-room teachers who teach various subjects. Their years of experience ranged from one to thirty-two years. We used an SRTP index we developed for this study. The index measures meta-cognition, creativity, and critical thinking of teaching in PBL settings. The results show significant associations between metacognition, creativity, and critical thinking and revealed that these correlations are reflected the most in projects engaging in environmental issues. These results emphasize the importance of metacognition, creativity, and critical thinking combinations in PBL settings and underpin the connection between 21st-century skills and environmental education.

Exploring Role of Metacognitive Components and their Awareness in Mental Health Behavior among Students of Higher Educational Institutions

Objectives: Mental health is determined by the way students think, feel, behave and interact with peers socially and professionally. Metacognition guides students′ cognitive thinking strategies to achieve academic success as well as other cognitive health outcomes. It prevents any kind of psychological distress and regulate their emotive-cognition health behavior. The current research aimed to investigate the role of metacognitive components and awareness in relation to mental health conditions and identify potential areas of strengths and weaknesses of students enrolled at Al Ain University (AAU). Methods: A descriptive study design was employed, involving 512 participants and the data was collected using the Meta-Cognitive Awareness Inventory. Results: The results demonstrate a notable insufficiency in metacognitive thinking skills among AAU students, which highlights the necessity of incorporating metacognitive learning practices as effective health behavior among students. Conclusion: The research findings hold significant implications for optimizing educational practices and health behavior to enhance students′ metacognitive abilities. Educators and researchers can develop targeted health behavior and instructional strategies to promote metacognitive growth by identifying specific areas of strength and weakness. The results of this study contribute to the existing literature on metacognition and health behavior, providing valuable insights for fostering effective learning environments within higher education institutions (HEIs).

11 The Psychometric Characteristics of a Novel Metamemory Questionnaire for Children

Objective:Metamemory is a component of metacognition that includes both the knowledge of factors that affect memory (i.e., declarative metamemory) and knowledge and application of factors in one's own learning and recall performance (i.e., procedural metamemory; Kreutzer et al., 1975). Previous researchers have examined children's metamemory through interviews and found that metamemory abilities are positively associated with age and performance on memory measures (see Godfrey et al., 2022 for review). However, there is not yet a standardized measure to evaluate children's metamemory. The current study aimed to examine the psychometric characteristics of a declarative metamemory questionnaire, the Measure of Metamemory (MoM-10), for children ages 6-12 years old. Based on previous research, we hypothesized that performance on the MoM-10 would not be associated with sex but would be positively associated with age and learning and memory performance.Participants and Methods:A total of 75 English-speaking typically developing children between the ages of 6 to 12 years old were recruited for the current study (M age=9.1+1.92; females 49%). Participants completed the MoM-10 which assessed declarative metamemory via 10 multiple choice questions (accuracy score of 0 or 1 points per question) and required participants to provide an explanation for their multiple-choice answer (explanation score of 0, 1, or 2 points per question). The metamemory questionnaire provided two outcome variables: an Accuracy score of 10 possible points, and an Explanation score of 20 possible points. Additionally, participants completed a 3-trial pictorial learning/memory task which provided an Immediate Recall score and Delayed Recall score.Results:As hypothesized, there were no sex differences on the MoM-10 Accuracy scores (t(73)=0.71, p=0.48) or Explanation scores (t(73)=-73, p=0.47). Consistent with our hypothesis, age was significantly associated with Accuracy (r=0.31, p<0.01) and Explanation scores (r=0.79, p<0.001). Internal consistency of the MOM-10 was moderate for the Explanation score (Cronbach's alpha=0.68) and low for the Accuracy score (KR-20=0.54). Lastly, after controlling for age, participants' MoM-10 Accuracy score was significantly associated with Immediate Recall (r=0.32, p<0.01) on the learning/memory task and the Explanation scores were significantly associated with the Immediate Recall (r=0.36, p<0.01) and Delayed Recall scores (r=0.32, p<0.01) on the learning/memory task.Conclusions:The current study presents an initial review of psychometric properties of a metamemory questionnaire for children ages 6 to 12 years old. Additionally, as hypothesized, these results suggest the MOM-10 performance is significantly positively associated with participants' age and immediate and delayed recall performance on a pictorial learning/memory task. These associations provide lines of evidence for convergent validity given the expected maturation of metamemory with both age and with improvements in actual memory performance. However, based on the low internal consistency of the accuracy scores, further refinement will be explored including possibly rephrasing questions from the current item set or perhaps excluding current items in future use of the scale.

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).

A systematic framework of creative metacognition.

Creative cognition does not just involve cognitive processes in direct service of the main task objective (e.g., idea generation), but also metacognitive processes that monitor and regulate cognition adaptively (e.g., evaluation of ideas and task performance, or development and selection of task strategies). Although metacognition is vital for creative performance, relevant work is sparse, which may be partly due to persistent ambiguities in the theoretical conceptualization of creative metacognition. Therefore, this article proposes a systematic framework of creative metacognition (CMC), which builds on recent advancements in metacognition theory and extends them to meet the specifics of creative cognition. The CMC framework consists of two dynamic components-monitoring and control-and a more static component of metacognitive knowledge, each subsuming metacognitive processes applying to the level of task, performance, and responses. We describe the presumed function of these metacognitive components in the creative process, present evidence in support of each, and discuss their association with related constructs, such as creative self-beliefs. We further highlight the dynamic interplay of metacognitive processes across task performance and identify promising avenues for future research.

The impact of robotics on development, of hot and cold executive functions, and their role in improving them in special education

Executive function (EF) skills are neurocognitive skills that support the reflective, top-down coordination and control of other brain functions, and there is neural and behavioral evidence for a continuum from more "cool" EF skills activated in emotionally neutral contexts to more "hot" EF skills required for motivationally significant tendency reversal. EF problems are transdiagnostic markers of abnormal development. A neurodevelopmental model follows the path from bad childhood events and stress to disturbance of the development of brain systems supporting reflection and EF skills and an increased risk for general psychopathology traits. Educational robotics is generally concerned with researching the effects of building and programming robots on children's learning and academic accomplishment. We recently discovered that engaging in progressively more difficult robot planning and monitoring (ER-Lab) promotes visual-spatial working memory and response inhibition in early childhood during typical development, and that an ER-Lab can be a viable rehabilitative tool for children with Special Needs. Children with Special Needs (SN) had considerably enhanced inhibition skills, and children with attentional impairment had greater gains in inhibition of motor response tasks than children with a language deficiency. The study's findings and future prospects for how ER-Lab programs could become a strong tool in classrooms with special needs children are highlighted. The key also conclusion was that there was a considerable improvement in visuo-spatial attention as well as a significant effect on robot programming skills. According to research, EF abilities can be developed through scaffolded training and are a promising therapeutic and preventive intervention target. Intervention efficacy can be increased by reducing disruptive bottom-up effects like stress, teaching both hot and cool EF skills, and incorporating a reflective, metacognitive component to facilitate far transfer of trained skills.

Change in students' critical thinking over the course of dental education.

The purpose of this study was to test whether critical thinking changes over the course of dental education by assessing dental students at the beginning and toward the end of their training. Dental student participants completed a survey at the beginning of their first year (August 2019) and at the start of their last year of dental school (August 2022). The survey consisted of two instruments designed to measure the disposition and metacognition components of critical thinking. The study used a pretest-posttest design. Paired t tests were used to determine whether critical thinking scores changed over the 3-year period. Surveys were completed by 85 of 94 students (90%) on the pretest and 63 of 93 students (68%) on the posttest. Of the 92 students who were members of the class at both testing periods, data were available for 59 students (64%). There were significant mean decreases in disposition and its tolerance for cognitive complexity subscale, as well as in metacognition and its metacognitive strategies subscale (p < .05). There was no significant mean change in either open-mindedness or metacognitive thinking. Results of this study suggest that some aspects of critical thinking (metacognition and disposition) decrease over the course of dental education. Future research should investigate why this is the case, and explore different instructional methods designed to improve critical thinking.

Analysis of Metacognition Ability to Solve Mathematics Problem

In this study, two components of metacognition were examined, namely metacognitive knowledge and metacognitive skills. This study aims to analyse the students’ metacognitive abilities based on predetermined indicators, by looking at the relationship between the performance of metacognition knowledge and metacognition skill. The study discovers that the students with low, medium, and high scores perform differently. The conclusion is that students who have metacognition knowledge do not necessarily have metacognition skills or abilities.

Relationship between Metacognitive Strategies, Learning Styles and Time Management in Virtual Medical Education Students

Introduction: Different factors affect the quality of virtual education. Identifying them and their relationships with each other can provide a suitable opportunity for educational planning based on the needs of learners and the characteristics of the educational environment. Therefore, the purpose of this study was to investigate the status and relationship of three factors of metacognitive state, learning styles and time management among virtual master's students in the field of medical education. Methods: This cross-sectional analytical study was conducted in Iran University of Medical Sciences in 2021-2022. Fifty-four medical education master's students were included in the study by census method. Data collection tools were O’neil and Abedi's metacognitive state questionnaires, WARk's learning style questionnaire and Truman's time management questionnaire. The data were analyzed and using Mann-Whitney, Chi-square, Kruskal-Wallis and Spearman's correlation coefficient through SPSS . Results: The results showed that the most used learning style in both sexes was listening. The mean of time management score was 41.77±6.74 and the mean of metacognitive strategies was 50.03±7.46. The results of the study showed that there was significant relationship between learning style and metacognitive score (P=0.005, H=14.745), as well as,between learning style and time management (P=0.001, H=19.433). Also, the relationship between learning style and all metacognitive components was significant (P&lt;0.05). According to Spearman's test, there was no significant relationship between metacognitive state and time management (P&gt;0.05, r=0.109). Conclusion: According to the results of the current study, the dominant learning style of virtual students was listening, and the mean of metacognitive score was average and time management was relatively favorable. Therefore, it is suggested, policy makers pay attention to these three factors in the revision of curriculum and educational planning for virtual students.