Metacognitive Research Research Articles

Relationship of Metacognition with Academic Performance of Prospective Teachers: Modeling Mediation Effect of Digital Literacy

This study examines the relationship between metacognition and academic performance among prospective teachers while modelling the mediation effect of digital literacy. The study was quantitative in nature. In the positivistic paradigm of metacognition research, quantitative relational research design was most appropriate for the research design. 9,680 participants enrolled in a four-year program, i.e. BS Education and B. Ed at the Department of Education in the universities of Punjab Province were the population of the study. A sample of 976 prospective teachers was selected through a stratified random sampling technique. Metacognitive awareness inventory and digital literacy scale were adapted. Data was analyzed using SPSS and AMOS. Pearson product-moment relation revealed that metacognition was positively related to the academic performance of prospective teachers. The statistical results found that digital literacy has a strong moderating influence on the association between metacognition and academic achievement among prospective teachers. Metacognition and digital literacy are found to play a significant effect in improving prospective teachers' academic performance. It is recommended for future studies that examining specific aspects of digital literacy in more depth could yield valuable insights. For instance, research might delve into the role of information fluency or the ability to manage online identities in relation to other indicators of academic success.

Clinical and Cognitive Metacognition in Gaming and Gambling Disorder: A Narrative Review

Abstract Purpose of this review To review and reconcile the methodologies and understandings of metacognition from both cognitive science and psychopathology in Gaming Disorder and Gambling Disorder to enhance interdisciplinary communication and methodological exchange. Recent findings While clinical metacognition research in gaming and gambling disorders is established, exploration into specific metacognitive mechanisms within these domains is still nascent. Summary This review delineates various forms of metacognition and clinical measurements of metacognition in Gaming Disorder and Gambling Disorder. The discussion presents a new integrated model of metacognition in behavioural addictions that generates a research agenda to understand and target these addictions with more effective interventions.

Метагипермнезия: эффекты вознаграждения и типа задач (Изображение vs. Слово)

<p>People sometimes make predictions about life events. These often include monitoring and control processes. Metacognition, which is subfield of cognition, has these processes. Metacognition research includes memory, attention, and comprehension studies. Hypermnesia is one of the topics relating to memory, simply meaning level of recall with regard to a repeated task. Thus, metahypermnesia is thoughts and judgements about hypermnesia. The aim of the present study was to find out whether people would overestimate or underestimate their performance on a given hypermnesia task that used images and words. Additionally, the effect of monetary incentives on the image and word test were investigated. Thus, it was hypothesised that people would overestimate their performance compared to their actual performance in the tasks. 134 participants were recruited for the study. The results illustrated that participants’ performance affected by monetary incentives and recall type. Importantly, giving incentives enhanced participants’ performance on image test but not word test. Participants also overestimated their performance on both the image and word tests, regardless of whether they received monetary incentives. However, participants overestimated their performance when they were incentivized more than they were not.</p>

Knowing that you know that you know? An extreme-confidence heuristic can lead to above-chance discrimination of metacognitive performance.

In daily life, we can not only estimate confidence in our inferences ('I'm sure I failed that exam'), but can also estimate whether those feelings of confidence are good predictors of decision accuracy ('I feel sure I failed, but my feeling is probably wrong; I probably passed'). In the lab, by using simple perceptual tasks and collecting trial-by-trial confidence ratings visual metacognition research has repeatedly shown that participants can successfully predict the accuracy of their perceptual choices. Can participants also successfully evaluate 'confidence in confidence' in these tasks? This is the question addressed in this study. Participants performed a simple, two-interval forced choice numerosity task framed as an exam. Confidence judgements were collected in the form of a 'predicted exam grade'. Finally, we collected 'meta-metacognitive' reports in a two-interval forced-choice design: trials were presented in pairs, and participants had to select that in which they thought their confidence (predicted grade) best matched their accuracy (actual grade), effectively minimizing their quadratic scoring rule (QSR) score. Participants successfully selected trials on which their metacognition was better when metacognitive performance was quantified using area under the type 2 ROC (AUROC2) but not when using the 'gold-standard' measure m-ratio. However, further analyses suggested that participants selected trials on which AUROC2 is lower in part via an extreme-confidence heuristic, rather than through explicit evaluation of metacognitive inferences: when restricting analyses to trials on which participants gave the same confidence rating AUROC2 no longer differed as a function of selection, and likewise when we excluded trials on which extreme confidence ratings were given. Together, our results show that participants are able to make effective metacognitive discriminations on their visual confidence ratings, but that explicit 'meta-metacognitive' processes may not be required.

The Trend of Metacognition Research Trend in Learning Biology in Indonesia

This literature review aimed to get an overview of metacognition research in learning biology in Indonesia. Data were taken from Biology Education journals that had been accredited by the Ministry of Education and Culture in 2023. 20 journals, consisting of Sinta 2 and Sinta 3, journals were analyzed. Within the journals, 43 research articles were analyzed. Some of the aspects analyzed were the type of research, research subjects, instruments used, data analysis methods, treatments used and themes or topics. Data analysis showed that the majority of research conducted was experimental research, followed by Korean research. The most researched subjects were high school students, followed by college and junior high school students. In metacognition research in Indonesia, researchers often used the MAI instrument, and it is not completely defined. T-test analysis was the most used means of processing data, followed by descriptive data processing in the form of percentages. The topics used in the research showed that all topics were suitable for training students’ metacognition. Keywords: metacognition, research trend, MAI instrument

Public Opinion Through Art: Exploring Chinese University Students' Perspectives on COVID-19 Mass Nucleic Acid Testing.

In the context of the global COVID-19 pandemic, this study focuses on Chinese university students, employing graphic elicitation as a qualitative research method to analyze their hand-drawn paintings and related descriptions. Augmented by A/r/tography and metacognitive methods, the research aims to unveil the participants' collective memory, as well as the perspectives and responses of these students to policies related to the pandemic. By specifically examining this particular demographic, the study incorporates Fairclough's ethical theory, applying deontological ethics, consequentialist ethics, and virtue ethics to establish a comprehensive framework for evaluating adjustments to pandemic response policies. This research not only enhances our understanding of how these university students perceive and adapt to COVID-19 policies but also provides valuable insights for decision-makers. The particular methodology, combining graphic elicitation and metacognitive research, contributes to policy assessment and ethical analysis, offering a nuanced perspective on the interplay between individual perceptions, policy responses, and ethical considerations amid the complexities of a public health crisis.

Metacognition and Confidence: A Review and Synthesis.

Determining the psychological, computational, and neural bases of confidence and uncertainty holds promise for understanding foundational aspects of human metacognition. While a neuroscience of confidence has focused on the mechanisms underpinning subpersonal phenomena such as representations of uncertainty in the visual or motor system, metacognition research has been concerned with personal-level beliefs and knowledge about self-performance. I provide a road map for bridging this divide by focusing on a particular class of confidence computation: propositional confidence in one's own (hypothetical) decisions or actions. Propositional confidence is informed by the observer's models of the world and their cognitive system, which may be more or less accurate-thus explaining why metacognitive judgments are inferential and sometimes diverge from task performance. Disparate findings on the neural basis of uncertainty and performance monitoring are integrated into a common framework, and a new understanding of the locus of action of metacognitive interventions is developed.

The Importance of Metacognitive Research in Psychology: Attributive Styles and Cognitive Strategies in Neurotic Disorder Patients

The Importance of Metacognitive Research in Psychology: Attributive Styles and Cognitive Strategies in Neurotic Disorder Patients

Non-weird (psycho)linguistic endeavors: theoretical and metacognitive research with the Karajá of central Brazil

Cognitive psychology and psycholinguistics have historically been dominated by research conducted within Western, Educated, Industrialized, Rich, and Democratic (WEIRD) societies, resulting in a disproportionate representation of this demographic in scholarly investigations. In this article, we report basic and applied research investigating order of constituents and morphological representation and processing conducted with speakers of Karajá, a non-european language of Central Brazil. The basic research findings contribute novel insights about the Karajá language, challenging certain purported language universals while corroborating others, thereby enriching the broader understanding of human cognition. The applied research explores methodological avenues to foreground indigenous voices and perspectives into the investigation process, acknowledging the potential drawbacks of employing WEIRD analytical categories when exploring non-WEIRD languages. We invite speakers of the language to the center of the discussion in metacognitive activities in which speakers use their insights to formulate hypotheses and create a theory for the grammar of the language. In line with the discussions in Maia (2022) in which eye tracking data was used at the Middle school and University levels, in these Karajá sessions, we also used qualitative eye tracking data as an aid to help Karajá language teachers to “go meta”, as put by Mahdavi (2014). We conclude by stressing that if we are to take seriously the importance of non-WEIRD science to the WEIRD world, there ought to be an increasing recentering of “participants” to more protagonist roles in research.

What Do We Reward in Reflection? Assessing Reflective Writing with the Index for Metacognitive Knowledge

Reflection is a staple of contemporary writing pedagogy and writing assessment. Although the power of reflective writing has long been understood in writing studies, the field has not made progress on articulating how to assess the reflective work. Developed at the crossroads of research in reflection and metacognition, the Index for Metacognitive Knowledge (IMK) is designed to help writing researchers, teachers, and students articulate what is being rewarded in the assessment of reflection and to articulate the role of metacognitive knowledge in critical reflective writing. The IMK was used to code final portfolio introductions from first-year writing courses in order to analyze the distribution of the three kinds of metacognitive knowledge (declarative, procedural, and conditional) and to explore the quality and complexity of students’ metacognitive knowledge. Inter-rater reliability testing on the IMK showed that it is highly reliable; the Fleiss’ kappa was 83% (K=.834). The IMK offers researchers, teachers, and students language with which to explore the unique work of reflective writing in order to develop more metacognitively rich observations. It provides a framework to explain the evolving complexity of students’ reflective writing and to assess and describe the impacts of other pedagogical interventions.

Examining psychometric properties of the Metacognitions about Smoking Questionnaire among young e-cigarette users

ObjectiveMetacognition can be understood as ‘cognition of cognition’ or ‘thinking about thinking’. Metacognition research has primarily focused on cigarette smoking, while e-cigarette use has been relatively unexplored. The study sought to examine the properties of the Metacognitions about Smoking Questionnaire (MSQ), as it was adapted for use among adolescent and young adult e-cigarette users. Further, the study sought to examine the ability of the Metacognitions about Smoking Questionnaire (MSQ) to predict past 30-day e-cigarette use among adolescent and young adult e-cigarette users. MethodsThe study analyzed data collected by the Texas Adolescent Tobacco and Marketing Surveillance System (TATAMS) in Spring 2020. The instrument consisted of 20 items found to have sound psychometric properties when validated among self-defined cigarette smokers in the UK. The instrument was adapted for e-cigarette use by providing a brief description before the items. Participants were asked “Which of the following products you use most often?”, and those who selected “e-cigarettes” were included in the study. Participants were then presented with 20 statements about beliefs people hold about using e-cigarette and were instructed to determine their agreement with the statements on a four-point Likert scale with respect to e-cigarette use. Factors were extracted using Exploratory Factor Analysis (EFA) and factor structure was verified using Confirmatory Factor Analysis (CFA). Further, each of the extracted factors were used to predict past 30-day e-cigarette use frequency in the most frequent group, using conditional effects, holding the most frequent category of categorical covariates, mean of continuous covariates and the other two metacognitive factors as reference levels. Past 30-day e-cigarette use was measured as the number of days of use in the past 30-days. ResultsParticipants who reported e-cigarette use in the past 30-days were included in this analysis (n = 244). Participants were in 10th grade (n = 46), 12th grade (n = 92) and two years beyond high school (n = 106). EFA was conducted and items were assessed with varimax rotation. CFA was conducted with multiple models (one factor, two factor and three factor solutions) and the 3-factor solution showed the best fit. Factors were named as ‘positive metacognitions about cognitive regulation’(PMCR) (e.g. ‘…helps me think more clearly’), ‘positive metacognitions about emotional regulation’(PMER) (e.g. ‘…helps me to relax when I am agitated’), and ‘negative metacognitions’(NM) (e.g. ‘It is hard to control my desire for e-cigarettes’). Cronbach’s alpha showed high internal consistency (0.92, 0.90 and 0.91, respectively). The median score (range) was 7 (5–20), 10 (5–20), and 11 (10–40) on PMCR, PMER, and NM factors. Higher scores denote higher levels of outcome expectancies of that factor. Lowest and highest score on PMCR was associated with 15 and 20.4 days of e-cigarette use in the past 30-days, respectively. Similarly, lowest and highest score on PMER and NM were associated with 13.2 and 21 days, and 14.7 and 24.6 days, respectively. The results indicate that participants who reported highest outcome expectancies for cognitive regulation, emotional regulation, and negative outcomes, used e-cigarettes on average 5, 8 and 10 days more than those who reported lowest outcome expectancies for these factors. ConclusionThe MSQ showed good psychometric soundness for measuring metacognitive factors associated with e-cigarette use. For cigarette smoking, the original questionnaire distinguished negative cognitions of ‘uncontrollability’ and ‘cognitive interference’, which was not seen in e-cigarette users. This indicates a difference in cognitions of cigarette and e-cigarette users. The instrument can help understand the similar role of cognition in e-cigarette use behavior and further assess association with e-cigarette use.

Studies of Primate Metacognition are Relevant to Determining What Form Introspection Could Take in Different Intelligent Systems

Comparative research assessing metacognition in nonhuman animals contributes to the question of what form introspection could take in humans, non-humans, and other possibly conscious systems. We briefly review some major findings in comparative metacognition research, including some discoveries in areas looking at self-regulation and self-control. We discuss what data exist to address the three conditions for introspection defined by Kammerer and Frankish (this issue) in their target article. We suggest that two of three conditions are met by existing data from non-human primates, and that the third condition may be more difficult, but perhaps not impossible, to assess. We argue that a comparative and developmental approach to this question of how to define and measure introspection is a productive avenue to make progress in this area.

Mindset effects on the regulation of thinking time in problem-solving

Understanding time investment while solving problems is central to metacognitive research. By the Diminishing Criterion Model (DCM), time regulation is guided by two stopping rules: a confidence criterion that drops as time is invested in each problem and the maximum time to be invested. This combination generates curved confidence–time associations. We compared the belief that intelligence is malleable, a growth mindset, to the belief that intelligence is fixed, and to neutral control groups. We hypothesized that a growth mindset leads people to selectively invest time in problems carrying the hope of improvement. This extra time makes the curved DCM pattern curvier. In two experiments, participants primed with growth, fixed, or control mindsets solved analogies (Experiment 1) and compound remote associates (Experiment 2). As expected, in both experiments a growth mindset exhibited a curvier confidence–time pattern, while the fixed mindset and control groups replicated previous confidence–time associations. Most additional time was invested in problems with intermediate difficulty levels, suggesting strategic time allocation. The study offers useful measures for delving into factors that affect thinking time allocation.

Objects’ perceived meaningfulness predicts both subjective memorability judgments and actual memory performance

ABSTRACT Memorability studies have revealed a limitation in our ability to accurately judge which images are memorable. Conversely, metacognitive research suggests that individuals can utilize cues to reliably assess their memory performance. Here, we investigated two important stimulus cues potentially underlying subjective memorability, and their relation to actual memory performance. Participants encoded 200 real-world object images while providing Judgements of Learning (JOLs), in which they estimated the likelihood of remembering each image. Subsequently, they completed an old/new memory recognition test on these stimuli. All stimuli were priorly rated by an independent group of participants for their perceived meaningfulness and visual complexity. Results indicated that participants' metacognitive judgements exhibited a relatively good resolution, allowing them to distinguish well-remembered from less-remembered images. Furthermore, analyses conducted at the image level demonstrated that JOLs significantly predicted memory performance, with the meaningfulness of the images emerging as a crucial factor associated with JOLs of both participants and their actual memory performance. The visual complexity factor was correlated only with the actual memory performance. Collectively, these findings suggest that memory performance is closely associated with the meaning of objects. Critically, individuals possess a subjective sense of images' memorability, which is at least partially mediated by perceived meaningfulness.

What is New in Metacognition Research? Answers from Current Literature

Metacognition has become a key element in learning processes. Its advantages include increasing awareness of one’s cognitive processes and promoting autonomous, critical, reflective, self-regulated, and self-directed learning. Given its increasing relevance in the academic and scientific community in recent years, this article maps the evolution of metacognition using the tree metaphor to establish the main research approaches emerging today. Through a network analysis of publications in WoS and Scopus and using tools such as Bibliometrix, ToS, and Gephi, the main documents, authors, countries, journals, and fundamental lines of work in metacognition research were identified: evaluation of metacognition in children, metacognition in student education, self-regulation skills, and metacognition in mathematical performance. The results suggest that the development of metacognitive skills has migrated to specific fields such as chemistry, mathematics, and arithmetic, with the latter two showing the most progress in implementing these practices to improve learning outcomes. Additionally, the findings highlight that while teachers consider metacognition necessary for their students’ learning, they do not always have the knowledge and skills to teach and apply it effectively.

Thinking in the digital age: Everyday cognition and the dawn of a new age of metacognition research

AbstractThe special issue “Rethinking Cognition in a Digital Age” features a diverse set of contributions examining interactions between cognition and technology. In this commentary, we draw connections between this work and similar efforts in the everyday cognition tradition that emphasizes the importance of examining cognition in context. In addition, using the present contributions as inspiration, we suggest that one of the key directions for future research will be metacognitive. That is, with technology increasingly performing cognitive functions for us, understanding how we monitor and control internal and external cognitive resources to achieve our goals represents an important and exciting new frontier in cognitive psychology.

Developing Intentional Learning Skills Among E-Commerce Student—Action Research in Metacognition Through Reflective Learning Log

Intentional learners are self-directed people who take charge of their education, whether in a setting or an informal setting. Learners who practice intentional learning skills choose their learning methodologies and organize their studies in accordance with their interests, preferences, and speed. This study embarks on the following objectives: (i) To look into ways how to scaffold intentional learning experiences among the student and ritualize the intentional learner’s mindsets and best practice skills, (ii) To investigate the effects (through a reflective learning log) of intentional learning skill of student on their study habits and attitudes toward learning, and, (iii) To examine their critical reflection log while they are studying E-commerce module which is underpinned by the intentional learning paradigm and Hatton and Smith’s framework. In this qualitative study, data from 140 students in three classes of E-Commerce were required to write reflections that would be used to determine final grades using the reflective learning log. In order to support students’ purposeful learning development as they join the job market, the study’s findings strongly imply that they urgently need to strengthen their reflective writing skills while enrolled in higher education. The undergraduate must also be given the fundamental tools necessary to shape them into purposeful learners through exercises in reflective learning. The Hatton and Smith reflective framework worked well for categorizing written reflections and making the reflective learning log evaluation less subjective. This study brought to light the fact that many business students were unfamiliar with the genre of reflective writing and that this genre needed to be explicitly taught in the relevant course. Hence, to support students’ purposeful learning development as they join the job market, the study’s findings strongly imply that they urgently need to strengthen their reflective writing skills while enrolled in higher education.

7- and 8-Year-Olds’ Struggle With Monitoring

Abstract: An often-replicated finding in metacognition research is that children overestimate their performance. To date, only a few studies have investigated the possible effects of item-specific feedback on metacognitive monitoring in young children. This study examined whether first-graders benefit from feedback to improve metacognitive monitoring discrimination when completing a paired-associates task for consistency. Over six sessions, N = 112 children evaluated whether they solved tasks correctly or not and gave item-specific confidence judgments. One group obtained only performance feedback; the other group received additional feedback on whether their performance matched their monitoring judgments. Results revealed that children could adequately discriminate between correct and incorrect answers in their confidence judgments. However, neither type of feedback improved metacognitive monitoring discrimination. We discuss the results against the theoretical background of Efklides’ self-regulation model and the cue utilization approach.

The efficiency of the distance learning system and contributions of behavioural practices to motivation and passion for research in metacognition in its prediction

The efficiency of the distance learning system and contributions of behavioural practices to motivation and passion for research in metacognition in its prediction

Unity and diversity of metacognition.

Despite many research efforts dedicated toward deciphering the functional architecture underlying metacognition, it is still unclear if there is a common metacognitive resource for different functional requirements. Here, using laboratory measures of metacognition across several domains in a large sample (N = 155), we examined whether metacognitive ability is determined by universal or modular processes, and whether "online" laboratory measures are related to "offline" self-report measures of real-world metacognition. Trial-by-trial ratings of confidence were collected in pairs of tasks tapping into the domains of visual perception and episodic memory, whereas in the attention-to-action domain, one task obtained trial-by-trial confidence ratings and the other signal-dependent measures of error awareness. Relationships between metacognitive efficiency scores across paradigms and domains were assessed using a combination of correlational and latent variable approaches. The results point to a mixture of domain-general (unity) and domain-specific (diversity) components. Specifically, Bayesian correlation estimates of metacognitive efficiency as well as confirmatory factor analysis of interdomain correlations suggested metacognition about perceptual judgments to be mostly domain-specific, whereas convergent indications for interrelations between metacognition in the domains of attention-to-action and memory implied the coexistence of partly specialized metacognitive subsystems. Notably, offline measures of metacognition represented online metacognitive bias rather than online metacognitive efficiency, underscoring prevalent skepticism whether self-report questionnaires provide a useful proxy in metacognition research, as they appear susceptible to potentially unreliable introspections and memory distortions. Overall, our results indicate a constitution of both universal and specialized parts for task-based metacognition. (PsycInfo Database Record (c) 2022 APA, all rights reserved).