Metacognitive Dimensions Research Articles

Identifying group metacognition associated with medical students’ teamwork satisfaction in an online small group tutorial context

BackgroundCollaborative learning is an essential pedagogy in medical education, within which small group learning constitutes an integral component. Online small group teaching has been widely applied and blended with in-person sessions in the aftermath of the Covid-19 pandemic. This study examined whether group metacognition was associated with teamwork satisfaction in an online small group teaching curriculum for medical students.MethodsWe enrolled medical students of the 2nd and 4th years during the 2021 fall semester after they participated in 3 consecutive sessions of online small group tutorials (SGTs), which have been implemented in our medical school for more than 20 years. The students completed a group metacognitive scale (GMS) and a teamwork satisfaction scale (TSS) after the sessions. We analyzed whether group metacognition in 4 dimensions (knowledge of cognition, planning, evaluating, and monitoring) could be connected with medical students’ teamwork satisfaction using partial least squares-structural equation modeling (PLS-SEM).ResultsA total of 263 medical students participated in this study. Both GMS and TSS exhibited good reliability and validity. Three of the 4 dimensions of group metacognition (cognition, planning, and evaluating) positively correlated with teamwork satisfaction (path coefficients 0.311, 0.279, and 0.21; p = 0.002, 0.002, and 0.043, respectively) following the online SGT curriculum, whereas the monitoring dimension did not (path coefficient 0.087; p = 0.357). The model achieved an adjusted R square of 0.683.ConclusionWe discovered that group metacognition correlated positively with better teamwork satisfaction, supporting the importance of group metacognitive competency for online collaborative learning.

Diagnosis of the Current State of University Academic Performance: Applied Educational Research in the Peruvian Context

The present study is quantitative applied educational research that first analyzes a theoretical framework that affirms that the academic performance of students constitutes a central element in university education since it represents a measure of the learning achieved by individuals and, at the same time, an indicator of the quality of higher education institutions and systems. Likewise, it is specified that the problem of the study is: How does the academic performance of university students’ impact in the Peruvian context? Considering that there are factual realities that need to be reviewed in a relevant way, such as difficulties in grades and GPA, difficulties in-class participation, difficulties in delivering assignments and projects on time, inadequate interaction with professors and classmates, and absenteeism. A case study was used, selecting 106 students from a private university in Lima through a non-probabilistic and intentional sampling. The technique applied was the survey and the instrument was a questionnaire. A total of 20 questions were asked considering a work structure called "Construction and Validation of the RAU scale of University Academic Performance" composed of three dimensions (contribution to academic activities, dedication to study, and lack of organization of teaching resources). As a main result, the importance of formative management of students' motivation became evident. It is concluded that it was possible to obtain two dimensions resulting from the model, which are the formative metacognitive dimension and the formative socio-humanistic dimension.

Investigating behavioral patterns to facilitate performance predictions during online peer assessment through learning analytics approach

Insights into student behavioral patterns yield benefits for both educators and learners. Nevertheless, only a few studies have investigated the behavioral patterns of high-scoring (HS) and low-scoring (LS) students to facilitate predictions during peer assessment (PA). Therefore, we performed learning analytics to explore the behavioral patterns of HS and LS students in 52 university students from affective, cognitive, and metacognitive perspectives as these students engage in online PAs. The results indicated that on the affective dimension, HS students tended to exhibit negative affection while LS students tended to display positive affection. On the cognitive dimension, HS students demonstrated more intricate transformations compared to the LS students. Regarding the metacognitive dimension, LS students more likely reflected upon and accepted the reviews provided by others than the HS. Additionally, the findings also revealed that HS students were supported by focused social networks and overall stable activity engagement, whereas the LS students were less engaged at the beginning of the activity but had evolving social networks and were more engaged in the later stages of the activity. These findings offer valuable insights for educators in effectively predicting student performance based on behavioral patterns while providing new perspectives to support instructional decision-making processes.

Beyond metacognition: The dominant role of the general factor of personality in learning adaptation

The notions of metacognition and ego-resiliency seem to commonly represent an ability to adaptively adjust self-control to fit the requirements of environments. The latter presents a general mechanism of adaptive adjustment while the former presents a specific example of learning activity. As ego-resiliency was almost fully indicated by the General Factor of Personality (GFP) as the literature suggested, the present study tested the relationship between the GFP and metacognition and then compared their influences on learning adaptation. As found, the GFP highly overlapped with overall metacognition (r = 0.69). Within the three dimensions of metacognition, metacognitive skills correlated with the GFP much higher than metacognitive knowledge and experience, suggesting that the GFP is more linked with the application of metacognition in learning. By comparison, the GFP displayed much higher correlations with metacognitive skills and experience as well as learning adaptation than any Big Five traits, showing its incremental power in correlation with those variables. More importantly, in the mediation model, the GFP was found to be the root reason for the outcomes of learning adaptation and accounted for most of the impact of metacognition on learning adaptation. With these findings, the limitations of the present study and suggestions for future studies were discussed.

Breaking the cycle: Exploring the relationship of metacognition beliefs, obsessive-compulsive symptoms, and psychosocial performance among individuals diagnosed with schizophrenia.

This research paper explores the intricate relationship between metacognitive dysfunctional beliefs, obsessive-compulsive symptoms, and psychosocial performance in patients diagnosed with schizophrenia. Understanding these dynamics can help mental health nurses identify and address each patient's needs more effectively. It can guide them in devising personalized care plans that not only manage the symptoms but also improve the underlying mechanism that exacerbates the psychotic symptoms and social functioning and the overall quality of life. Moreover, the findings of this research can contribute to developing training programs for mental health nurses, equipping them with the necessary skills and knowledge to provide optimal care. What the paper adds to existing knowledge? • This study provides empirical evidence of the significant positive correlation between OCS and metacognitive dimensions in individuals with schizophrenia. • It highlights the role of certain demographic factors, such as younger age and single marital status, in increasing the likelihood of elevated OCS. • It underscores the inverse relationship between higher metacognitive dysfunctional beliefs and lower levels of psychosocial functioning. • It identifies age and metacognitive scores as crucial predictors of psychosocial functioning across various domains. What are the implications for practice? • The findings suggest that therapeutic nursing interventions for individuals diagnosed with schizophrenia should address metacognitive dysfunctional beliefs to improve overall functioning and well-being. • Clinicians, including psychiatrists and psychiatric nurses, should consider the patient's age, marital status, and metacognitive scores when assessing the risk of elevated OCS and devising treatment plans. • The study emphasizes the need for comprehensive psychiatric nursing assessment, including metacognitive dysfunction and OCS evaluation. What are the implications for future research? • Future research could explore the causal relationships between metacognitive dysfunctional beliefs, OCS, and psychosocial functioning in schizophrenia. • Longitudinal studies could provide insights into the progression of these relationships over time and the impact of therapeutic interventions. • Further research could also investigate the effectiveness of specific therapeutic strategies such as Metacognitive Therapy (MCT), Schema Therapy (ST), Cognitive Enhancement Therapy (CET), and Cognitive Behaviour Therapy (CBT) to address this population's metacognitive dysfunctional beliefs. BACKGROUND: Schizophrenia is a chronic mental health disorder that significantly impacts an individual's cognitive, emotional and social functioning. Recent research has highlighted the role of metacognitive beliefs and obsessive-compulsive symptoms (OCS) in the psychosocial performance of individuals diagnosed with schizophrenia. Understanding these relationships could provide valuable insights for developing more effective nursing interventions. This study aimed to investigate the relationship between metacognitive beliefs, OCS and psychosocial performance among individuals diagnosed with schizophrenia. A cross-sectional survey was conducted involving 174 purposively selected participants diagnosed with schizophrenia. The Meta-Cognitions Questionnaire-30, Young Adult Self-Report Scale for OCS and Specific Level of Functioning Scale were used to gather the necessary data. The study found a significant positive correlation between OCS and metacognitive dimensions. Age was a significant predictor with an Oddis Ratio of 2.471. The metacognitive dysfunction was a highly significant predictor in univariate and multivariate analyses, with Oddis Ratios of 1.087 and 1.106, respectively. The study also discovered that higher levels of metacognitive dysfunctional beliefs were associated with lower levels of psychosocial functioning. Age and the metacognitive dysfunction score were significant predictors of psychosocial functioning scores, accounting for 26.8% of the variance in these scores. The study reveals a compelling inverse relationship between higher metacognitive dysfunctional beliefs and lower levels of psychosocial functioning in individuals diagnosed with schizophrenia. It also identifies certain demographic factors, such as younger age, as significant contributors to elevated OCS. Importantly, metacognitive dysfunction emerged as a critical predictor of psychosocial functioning across various domains. These findings underscore the potential of incorporating metacognitive-focused interventions in the treatment plans for schizophrenia patients. By addressing these cognitive patterns, healthcare professionals can enhance overall functioning and well-being in individuals diagnosed with schizophrenia.

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

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

Improving The Work Culture of Civil Servants Through Mental Revolution in The Ministry of Religious Affairs of Papua

This study explores the effectiveness of the mental revolution program in improving the work culture of State Civil Apparatus in the Ministry of Religious Affairs of Papua Province. Using a qualitative approach, this study combined in-depth interviews, participant observation, and document analysis to collect data from 25 key informants. Data analysis integrated transformative learning theory, cultural intelligence model, and appreciative organisational change theory. The findings indicate a significant improvement in the work culture intelligence of the State Civil Apparatus (ASN) in the Ministry of Religious Affairs of Papua Province, especially in the metacognitive dimension, and a surprising transformation of perspective in an initially resistant group. This study expands understanding of the intersection between transformative learning, cultural intelligence, and organisational change in religious institutions. The theoretical implications include the development of a new framework for change management that is sensitive to cultural and spiritual contexts in a highly diverse region.

Does peer tutoring have negative effects? An investigation and intervention on tutors’ implicit theories and beliefs of intelligence

Peer-tutoring (PT) is a widely studied learning strategy. No studies, to our knowledge, have examined the effects of PT on tutors’ metacognitive abilities, particularly in relation to implicit theories of intelligence. Study 1 aimed to determine the effects of PT on tutors’ theory and beliefs of intelligence and self-confidence in their own intelligence. Study 2 aimed to explore the efficacy of a metacognitive training administered to tutors on some metacognitive dimensions for both tutors and tutees. In Study 1, we compared tutors and no-tutors before and after PT; in Study 2 we compared tutors, who completed a brief metacognitive training, with a group of standard tutors, as well as their relative tutees. Participants were assigned to experimental conditions and assessed using various standardised questionnaires. Study 1 revealed a surprising negative effect: after PT, tutors tended to abandon the idea of intelligence as a modifiable construct and adopt a more dysfunctional theory of entity intelligence (Cohen’s d = .66). Study 2 also showed that the PT experience negatively affected tutors’ theory of intelligence (Cohen’s d = .94), but this held only for untrained tutors. We also found a positive indirect effect of the training on tutees’ attitudes towards maths.

Strengthening AI via ToM and MC dimensions

Theory of Mind (ToM) highlights the social-cognitive ability of the individual to communicate and interact effectively with the members of each social group. Essentially, it is the cornerstone of social knowledge that allows the recognition and understanding of the thoughts, intentions, and feelings of all involved, promoting social interaction and engagement. Metacognition (MC) is a higher mental ability of the biological mind and is characterized by the observation, control, evaluation, differentiation, and readjustment of the cognitive mechanism, aiming at its optimal performance and maintaining the homeostasis of mental, social, and emotional becoming of an organism. The rapid development of technology in recent decades has promoted the development of Artificial Intelligence (AI) intertwined with the need to integrate ToM and MC capabilities, enriching human communication. This paper investigates how the above-described human cognitive functions are involved in the conception and development of an artificial agent and their influence on human society. The conclusions suggest the importance of being able to read beliefs, emotions, and other factors, but also introspection by an intelligent system for social benefit, including the necessary ethical constraints.

The Mediating Role of Maladaptive Metacognitive Beliefs between Adverse Childhood Experiences and Trait Anxiety

IntroductionAdverse childhood experiences (ACE) have a significant negative impact on health. ACEs lead to more pronounced trait anxiety, among others, which serves as a basis for various mental and somatic symptoms. Recent findings suggest that the fact that individuals with more ACEs also have more maladaptive metacognitive beliefs may contribute to the development of these symptoms.ObjectivesWe aim to study the possible mediating role of maladaptive metacognitive beliefs, resulting from adverse childhood experiences, on trait anxiety.MethodsData was collected online, anonymously, in a non-clinical population of adults over 18 years of age. The sample consisted of 304 subjects (84.21 % women, 15.79 % men). The applied questionnaires included a demographic questionnaire, the Adverse Childhood Experiences Questionnaire 10 item version, the Meta-Cognitions Questionnaire, and the Spielberger Trait Anxiety Questionnaire. The system of correlations between the examined variables was explored using structural equation modeling (SEM). The study was carried out with ethical approval and in accordance with the Declaration of Helsinki.ResultsOur results confirm that ACEs have a significant impact on all the measured dimensions of maladaptive metacognitive beliefs. The direct effect of ACEs on adult trait anxiety is also significant. The results of the study on indirect effects support the joint mediating role of the five metacognitive dimensions. The strongest significant mediating effect was found for the uncontrollability and dangerousness of negative beliefs about worry. Both the direct and indirect effects of cognitive self-consciousness on adult trait anxiety are negative, which means that the more the cognitive self-consiousness is characteristic of someone, the lower the degree of trait anxiety in adulthood is.ConclusionsOur results confirm the mediating effect of metacognitive beliefs on trait anxiety in the context of adverse childhood experiences, which points to the importance of further research on metacognition among the population that suffered early adversities. One of the limitations of the study roots in online data collection: the examined sample is not representative. Moreover, to extend the results, it is recommended to repeat the study on a clinical population. This would enable us to compare our results with those of the clinical population, which could provide further important results in the field of metacognition and adverse childhood experiences.Disclosure of InterestNone Declared

Природонаучната грамотност в държавните образователни стандарти на Р България - прогимназиален етап

The aim of this study was to assess how and in what extent main aspects of the scientific literacy were represented in Bulgarian science education standards for the junior high school. A content analysis was used as an appropriate method of this particular research. The analysis focused on four dimensions of the scientific literacy – cognitive-epistemic, functional, social and metacognitive. These dimensions were assessed in two national education documents – National education standards (NES) for general education preparation (“Human and Nature” 5th – 6th grade and “Biology and health education” 7th grade) and National education standards (NES) for civic, health, environmental and intercultural education. The results of the study showed that both documents highlighted the cognitive aspect of scientific literacy (factual and conceptual knowledge anature bout ) followed by the functional dimension (skills for scientific inquiry). But at the same time, other important aspects of the scientific literacy such as epistemic knowledge (e.g., knowledge of the nature of science) and metacognitive dimension (e.g., metacognitive knowledge and metacognitive skills) were neglected by these documents.

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.

Psychometric properties of an Arabic translation of the short form of the metacognition questionnaire (MCQ-30) in a non-clinical adult sample

BackgroundPrevious linguistic validations of the 30-item Metacognition Questionnaire (MCQ-30) have been performed in Western/Eastern populations, and no Arabic validated version exists to date for the wide Arabic-speaking populations in the Middle East-North African region and abroad. In this regard, we sought through the present study to test the psychometric properties of an Arabic translation of the MCQ-30 in a sample of Arabic-speaking community adults from Lebanon.MethodsThe sample of this cross-sectional study consisted of 423 participants (mean age: 38.13 ± 11.03 years; 61.2% females). The Metacognition Questionnaire-short form, Teruel Orthorexia Scale and Emotion regulation questionnaire were used to assess metacognition, orthorexia nervosa and emotion regulation (cognitive reappraisal and expressive suppression) respectively.ResultsFindings of Confirmatory Factor Analyses revealed that the five-factor model provided a good fit to the data. McDonald’s ω coefficients ranged from 0.78 to 0.94 for the five MCQ-30 subscales, and was of 0.93 for the total score, hence supporting the adequacy of scale reliability. Results also supported configural, metric, and scalar equivalence of the five-factor model across gender groups. The MCQ-30 subscales showed patterns of correlations with the emotion regulation and disordered eating constructs in the expected directions, providing evidence of the criterion-related validity of the measure. In particular, positive emotion regulation strategies (i.e., cognitive reappraisal) were negatively correlated with cognitive self-consciousness and need to control thoughts; whereas maladaptive emotion regulation strategies (i.e., expressive suppression) showed positive correlations with lack of cognitive confidence, negative beliefs and need to control thoughts. Additionally, all metacognition dimensions (except for cognitive self-consciousness) were significantly and positively correlated with higher levels of orthorexia nervosa behaviors.ConclusionsOur findings preliminarily suggest that the scale is valid, reliable, and can be recommended for use among the broad Arabic-speaking community worldwide.

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.

The Effects of Learning Design on Learning Activities Based on Higher Order Thinking Skills in Vocational High Schools

Abstract The twenty-first century requires Vocational High School (VHS) graduates to have high-order thinking skills (HOTS). Although HOTS-based learning in VHS has been implemented in Indonesia, the graduates are less creative in complex work. Also, teachers have insufficient knowledge about this learning design. Therefore, the purpose of this study was to examine the relationship between learning implementation and planning, specifically focusing on the knowledge of teachers in planning lessons. To measure this knowledge, several aspects were established based on the concept of Anderson and Krathwohl’s Taxonomy 2001. The concept was used to measure knowledge, which was categorized into the factual, conceptual, procedural, and meta-cognitive dimensions. To analyze each dimension, critical thinking, creativity, collaboration, and communication were employed as key elements. A quantitative approach with a survey design and a random sample of productive subject teachers was used. Cross-sectional analysis and F-test were applied to the primary data using multiple linear regression. According to the F-test results, planning aspects simultaneously affect the implementation of HOTS-based learning in VHS. This is because the calculated F-value was greater than the table F-value. HOTS-based learning activities can be easily achieved in case the lesson plan has the same basis.

Heartbeat counting accuracy is enhanced in blind individuals.

Blind individuals have superior abilities to perform perceptual tasks that rely on exteroceptive information, since visual deprivation is associated with heightened cross-modal plasticity. However, it is unknown whether neuroplasticity after visual loss also affects interoception, that is, the sensations arising from one's inner organs that convey information about the physiological state of the body. Herein, we examine the influence of blindness on cardiac interoception, which is an interoceptive submodality that has important links to emotional processing and bodily self-awareness. We tested 36 blind and 36 age- and sex-matched sighted volunteers and examined their cardiac interoceptive ability using the heartbeat counting task. The results showed that blind individuals had significantly higher accuracy in perceiving their heartbeat than did individuals in a matched sighted control group. In contrast, there were no significant differences between the groups in the metacognitive dimensions of cardiac interoception or the purely physiological measurement of heart rate, thereby underscoring that the improved accuracy likely reflects a superior perceptual sensitivity to cardiac interoceptive signals in blind individuals. We conclude that visual deprivation leads to an enhanced ability to count one's own heartbeats, which has important implications for the study of the extent of cross-modal plasticity after visual loss, understanding emotional processing in blind individuals, and learning how bodily self-awareness can develop and be sustained in the absence of visual experience. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

Many students still experience difficulty with academic writing as part of meeting their academic demands. The purpose of this study was to test the validity of the metacognitive writing strategy instrument and to test the effectiveness of metacognitive writing strategies in improving academic writing skills in tertiary institutions. In total, 500 students from three universities in West Java, Indonesia participated in this study. The method used in this research was factorial design analysis. Confirmatory factor analysis was used to answer the problem formulation. The data collection instruments used were the metacognitive academic writing strategy questionnaire and academic writing tests on several topics. The research findings show that, first, the questionnaire instrument using metacognitive strategies in the writing process was proven to be valid because it was able to assess the students’ metacognitive awareness. Second, metacognitive strategies make a significant contribution to the students’ academic writing abilities. Metacognitive strategies act as high level constructs and positive correlations were found between the dimensions of the strategies. The dimensions of metacognition found to correlate with and contribute to one another were the declarative, procedural, conditional, planning, monitoring, evaluation, information management, and debugging strategies. From the comparison of the proposed models, the second model (the eight-component correlation model) was determined to be better at improving academic writing ability than the first model. The second model described all components as significantly contributing more comprehensively than the first model. This research concludes with the implication that academic writing ability can be improved by increasing students’ metacognitive awareness and reflective abilities in relation to their own writing process.

Analysis of students with the wrong major based on the metacognitive dimension

Precisely, students with the wrong major faced several conflicts such as academics. To improve education quality, it is necessary to develop metacognitive skills because the level is still in the risk category. Therefore, this study aims to analyze (1) the percentage of students with the wrong major (2) the impact and factors that cause children to select the wrong majors (3) students' learning activities with the wrong major. The design is descriptive and quantitative with questionnaires distributed in three batches. Furthermore, the test was carried out using proportional stratified random sampling. Data were collected through questionnaires and interviews. The validity test was performed using the product moment method from Karl Person. Moreover, data were analyzed by employing factors and descriptive statistical techniques. The results showed that; First, 59% and 41% of students agree and refused they are in the wrong major. Second, the influencing factors include seeking opportunities to enter college, degree demand in the work context, parental coercion, study program profiles, and job prospects. However, the most influencing factor is seeking opportunities to enter college. Third, the wrong study program causes students to feel inferior to others. Fourth, there is a negative influence of the wrong major on metacognitive, particularly in planning development where children have difficulty managing time to achieve their goals.

Exploring medical students’ metacognitive and regulatory dimensions of diagnostic problem solving

ABSTRACT Solving clinical problems requires an individual to apply not only domain-specific medical knowledge and cognitive skills for reasoning, but also to be consciously aware of, monitor, and evaluate their thinking processes (i.e., metacognition). The purpose of this study was to map critical metacognitive dimensions of clinical problem solving and to explore the structural relationships among them, which may help frame a conceptual framework and better pedagogy for effective intervention. A context-specific inventory was adapted and modified from a domain-general instrument to capture essential metacognitive skills for learning and solving clinical problems. This inventory was administered to 72 undergraduate medical students to survey their capabilities in five dimensions: knowledge of cognition, objectives, problem representation, monitoring, and evaluation. The interplay among these dimensions was further examined using partial least squares structural equation modeling. Our findings revealed that the medical students fell short of some expert-like, metacognitive, and regulatory competence, even after receiving years of medical education and on-site training. In particular, they did not know when a holistic understanding of a problem had been reached. Many of them often do not have a set of clear diagnostic procedures in mind, nor do they concurrently monitor their thinking during diagnostic reasoning. Moreover, their lack of self-improving approaches seemed to worsen their learning. Finally, the structural equation model indicated that knowledge of cognition and objectives significantly predicted problem representation, suggesting that medical learners’ knowledge of and goals for learning are influential in framing the clinical problems at hand. A significant linear prediction path was observed from problem representation, monitoring, to evaluation, signifying a possible sequenced process of clinical problem solving. Metacognitive-based instruction can help improve clinical problem-solving skills and awareness of potential biases or errors.

Computer‐based scaffoldings influence students' metacognitive monitoring and problem‐solving efficiency in an intelligent tutoring system

AbstractBackgroundComputer‐based scaffolding has been intensively used to facilitate students' self‐regulated learning (SRL). However, most previous studies investigated how computer‐based scaffoldings affected the cognitive aspect of SRL, such as knowledge gains and understanding levels. In contrast, more evidence is needed to examine the effects of scaffolding on the metacognitive dimension and efficiency outcome of SRL.ObjectivesThis study aims to examine the role of computer‐based scaffolding in students' metacognitive monitoring and problem‐solving efficiency.MethodsSeventy‐two medical students completed two clinical reasoning tasks in BioWorld, an intelligent tutoring system (ITS) designed for promoting medical students' diagnostic expertise. During solving the tasks, students were asked to report their confidence judgements about proposed diagnoses. Computer trace data were used to identify task completion time (CT) and students' use of three scaffolding types, that is, conceptual, strategic, and metacognitive. Then we calculated students' metacognitive monitoring accuracy (i.e., calibration) and problem‐solving efficiency.Results and ConclusionsOne‐sample t‐test demonstrated that students inaccurately monitored their learning processes and were overconfident in both tasks. Linear mixed‐effects models (LMMs) indicated that the intensive use of metacognitive scaffolding positively predicted students' metacognitive monitoring accuracy. Moreover, strategic scaffolding was negatively related to problem‐solving efficiency, whereas metacognitive scaffolding positively influenced problem‐solving efficiency.TakeawaysThis study shows the importance of metacognitive scaffolding in improving the accuracy of metacognitive monitoring and problem‐solving efficiency. Findings from this study provide new insights for instructors and ITS developers to optimise the design of scaffoldings.