Student Metacognition Research Articles

The Use of Guided Reflections in Learning Proof Writing

We investigated written self-reflections in an undergraduate proof-writing course designed to mitigate the difficulty of a subsequent introductory analysis course. Students wrote weekly self-reflections guided by mechanical, structural, creative, and critical thinking modalities. Our research was guided by three research questions focused on the impact of student self-reflections on student metacognition and performance in the interventional and follow-up class. To address these questions, we categorized the quality of the students’ reflections and calculated their average course grades within each category in the proof-writing, the prerequisite, and the introductory analysis courses. The results demonstrated that writing high-quality self-reflections was a statistically significant predictor of earning higher average course grades in the proof-writing course and the analysis course, but not in the prerequisite course. Convergence over the semester of the students’ self-evaluations toward an experts’ scorings on a modality rubric indicates that students improve in their understanding of the modalities. The repeated writing of guided self-reflections using the framework of the modalities seems to support growth in the students’ awareness of their proof-writing abilities.

“I Felt More Mentally Present”: Examining Student Metacognitive Skills, Perceived Stress, and Academic Resilience Before and After a Classroom Mindfulness Intervention

Mindfulness interventions continue to be a recommendation for improving student well-being, particularly in the aftermath of the COVID-19 pandemic and the rise in student-reported mental health challenges. However, in the abundance of research supporting these recommendations, fewer studies have integrated mindfulness into college classrooms. This study reports on a 6-week classroom mindfulness intervention in an introductory psychology course. Students (N = 91) completed pre- and post-intervention measures of mindfulness, metacognitive ability, perceived stress, and academic resilience, as well as open-ended items about their perceptions of the intervention. Mindfulness and metacognitive ability were significantly higher post-intervention, but not perceived stress and academic resilience. More frequent in-class practice predicted greater post-intervention changes in mindfulness, metacognitive ability, and perceived stress. Perceptions of the intervention were mixed, consistent with prior research showing mindfulness interventions are not universally well-received. Implications and recommendations for classroom use are discussed.

Evaluating the Impact of Problem Based Learning on Student's Metacognition in Science Learning: A Meta-Analysis Review

This study aims to evaluate the impact of problem-based learning models on students' metacognition in science learning. This type of research is a meta-analysis using the PRISMA 2020 method. Articles from Scopus and Google Scholar databases were collected using Publish or Perish (PoP) software. From 8 articles that met the inclusion criteria, a total of 20 data were obtained to be processed in the meta-analysis. Data analysis was used with JASP software.The results of this metaanalysis research show that problem-based learning model provides moderate effectiveness on students' metacognition in science learning (r RE = 0.67; SE = 0.16; z = 4.24; p < 0.001). This shows that problem-based learning model can improve students' metacognition in science learning. Through PBL, students become more aware of their cognitive strategies and learn to organise them more effectively. Incorporating PBL into the science curriculum can significantly improve students' metacognition, leading to more independent and effective students. Therefore, widely adopting PBL in science education is recommended to achieve better learning outcomes

Student's Metacognitive Awareness Inventory (MAI) of English Language Education Study Program

Student's Metacognitive Awareness Inventory (MAI) of English Language Education Study Program

The Relationship between Metacognition, Rumination, and Sleep in University Students with a Tendency toward Generalized Anxiety Disorder.

People with generalized anxiety disorder tend to have sleep problems, and studies have found correlations between metacognition, rumination, and sleep, but it is unclear how metacognition and rumination work in people with a tendency towards generalized anxiety disorder. The goal of this paper is to investigate the correlation between metacognition, rumination, and sleep in university students with a tendency towards generalized anxiety disorder, and the mediating role of rumination in the effect of metacognition on sleep. The Generalized Anxiety Disorder Scale (GAD-7), the Meta-Cognition Questionnaire (MCQ-30), the Ruminative Responses Scale (RRS), and the Insomnia Severity Index (ISI) were used to investigate and psychometrically measure 566 university students in Anyang Normal College. The results of correlation analysis showed significant positive correlations between metacognition and sleep, ruminative thinking and sleep, and metacognition and rumination in university students with a tendency towards generalized anxiety disorder. Mediation analysis showed that rumination partially mediated the effect of metacognition on sleep, with the mediating effect accounting for 51.1% of the total effect. There is a strong correlation between metacognition, rumination, and sleep in university students with a tendency towards generalized anxiety disorder, and both metacognition and rumination can predict sleep, while metacognition can affect sleep through the mediating effect of rumination.

Developing Student Metacognition Through Collaborative Work on the Quip Platform

Developing Student Metacognition Through Collaborative Work on the Quip Platform

The Effects of an Entrepreneurial Project on the Career-Choice Readiness, Metacognition, and Growth Mindset of Secondary Students

The present study evaluated the effect of a four-day entrepreneurial project on the career-choice readiness of secondary school students. The hypotheses underlying this study state that participation in a school startup project increases the students’ career-choice readiness, growth mindset, and metacognition. Based on the literature, it is also assumed that a positive correlation exists between metacognition, growth mindset, and career-choice readiness. The present study examined a student entrepreneurship program by conducting a pre–post design. School classes developed and implemented business ideas with qualified coaches within the program based on a comprehensive didactic approach. Data from each group of participants were collected at two measurement time points. The results demonstrated that the values for all constructs increased in the post-test after participating in the entrepreneurial intervention. Furthermore, the findings indicate that a growth mindset is related to career-choice readiness and mediates the relationship between career-choice readiness and metacognition. Moreover, metacognition additionally favors a growth mindset. Based on the findings, entrepreneurial projects at schools are helpful for vocational orientation and should be extended by cooperating with external organizations and partners.

Examining the mediating effect of nature of science perceptions on the relationship between metacognition and science self-efficacy

ABSTRACT Background The nature of science (NOS) and science self-efficacy have an important place in the development of scientific literacy, which is the ultimate goal of science education. However, the relationship between them and metacognition, which can have a significant impact on these variables, is an under-researched area and worthy of study. Purpose To fill this gap in the literature, this study examines the relationship between metacognition, NOS perceptions, and science self-efficacy using structural equation modeling. Sample A total of 448 secondary school students (grades 5–8) participated in the study. Design and Method Students’ Ideas about the Nature of Science, Science Learning Self-Efficacy Belief Scale, and Metacognitive Awareness Scales were utilized to collect the data. Structural equation modeling (SEM) was performed to reveal the mediating role of the NOS perceptions in the relationship between science self-efficacy and metacognition of secondary school students. Results and Conclusion The results showed that NOS perceptions partially mediate the relationship between metacognition and science self-efficacy. Furthermore, metacognition highly predicted NOS perceptions and science self-efficacy, providing clues to the formation or prevention of misconceptions about the nature of science. From this perspective, it is suggested that developing students’ metacognition should be another important goal of science education to increase their scientific literacy.

Student metacognition in online learning using website hyperlink facilities on Microsoft Team’s platform

Without the ability to analyze their own learning (metacognition), students can find it difficult to manage their educational journey. The good news is, future learning environments on online platforms offer innovative ways to develop these skills, even for those who are digital natives. This study aims to ascertain the effectiveness of online learning by using a website hyperlink-based teaching and learning scenario, especially using the Microsoft Teams platform towards students’ metacognition during online learning. Both metacognition knowledge and awareness (regulation), representing the metacognition, were checked. Coordination systems in learning biology were the chosen topics to be taught in quasi-experimental research using a pretest-posttest nonequivalent control group design. Two classes were selected purposely based on the normality and homogeneity test to have the controlled and experimental classes. We examined the metacognitive knowledge and awareness using tests and questionnaires. We checked the effectiveness of the web hyperlink-based media on students’ metacognition knowledge and awareness using MANOVA Regression analysis and N-Gain scores. Our developed web hyperlink-based media has significantly enhanced students’ cognitive knowledge and awareness.

English Department Students’ Metacognition Awareness in Completing Mini-thesis

This paper investigated the metacognition of final semester students in completing their mini-thesis. The obstacles faced by English study program students in writing mini-thesis were assumed resulted from their lack of metacognition implementation. Metacognition is often described as knowledge and control over one’s cognitive processes. This research used mixed-method design. The instruments used were observation, interviews, and questionnaire. The subjects of this research consisted of 18 students of 8th, 9th as well as graduated students and 10 lecturers of English Study program of Universitas Muhammadiyah Tangerang. This study showed: firstly, students are quite hard to complete mini-thesis due to their strategy following the schedule is need to be pushed by their advisors. Secondly, most respondents have good metacognitive awareness, while few of eighth and ninth semester students need to improve planning, information management strategy and monitoring. Thirdly, metacognition can be the effective solution to encourage students in achieving their target.

Biology teaching that develops the metacognitive aspect of learning: How to learn competence

Higher-order thinking and metacognition are closely related and are part of learning to develop competence. The goal of this research was to determine the practice of teaching biology that develops metacognition and evaluate whether teachers require specific professional training for this purpose or if broader cognitive-focused training can also enhance metacognitive development in students. The original Teaching Observation Form (TOF) has been adapted for research objectives. A survey was designed to capture the subjective perspectives of 292 students and their teachers regarding metacognition development. Additionally, the research involved six biology teachers who were professionally trained in a program focused on higher-order thinking. The survey results indicate a self-assessed good teaching practice for the development of metacognition. However, analysis of the first lesson's video recordings showed that some components had been eliminated from biology classes which hindered students' ability to develop metacognition. Although higher-order thinking and metacognition are interconnected phenomena, professional development training focuses solely on higher-order thinking whose impact we established through analysis of other lessons does not induce the necessary positive changes for the comprehensive development of metacognition in students. In a nutshell, explicit professional development programs aimed at fostering metacognitive awareness among teachers need to be designed. These programs should instruct teachers on how to model the development of metacognition in students through their teaching.

Validity of Metacognitive Awareness Inventory as A Measuring Tool for Metacognitive Ability in Mathematics Problem Solving

Purpose: The purpose of this study was to explore various theories about metacognition, especially the measurement of metacognition using the Metacognition Awareness Inventory (MAI) and its relation to problem solving. The goal of this research is to describe the validity of the metacognition ability instrument in solving mathematical problems that require metacognition awareness. Theoretical Framework: Problem solving is an essential part of the mathematics learning process. Metacognition becomes an important issue along with the trend of 21st century learning. Metacognition is important in achieving student cognitive learning outcomes, specifically in increasing the effectiveness of learning strategies. Many methods have been used to assess metacognition, including questionnaires, interviews, analysis of thinking-aloud protocols, observations, awareness-raising tasks, diaries, and autobiographies. The Metacognition Awareness Inventory is one tool for determining the level of student metacognition (MAI). Method: Various studies related to metacognition have been carried out. This is a descriptive leather research to assess and obtain a valid quality instrument to characterize metacognitive ability in solving mathematical problems. Five Evaluation Experts in Mathematics Education validated the instruments. Expert judgment is used to validate constructs using the Objective Concruence Index assessment. MAI are also empirically validated by using 157 high school students as respondents. Results: According to the results and research findings, MAI has eight indicators: 1) declarative knowledge, 2) procedural knowledge, 3) conditional knowledge, 4) planning, 5) information management, 6) monitoring, 7) debugging, and 8) evaluation. Cronbach's alpha = 0.671) was declared reliable for measuring students' metacognitive awareness. To obtain a truly valid instrument, several points of the MAI statement on the components must be improved: (1) procedural knowledge; (2) planning; and (3) information management. Furthermore, performance assessment through student activities or activities during learning is required to confirm MAI results and students' metacognitive knowledge. Conclusions: MAI meets the construct validity criteria, especially in terms of content validation and internal consistency (reliability), by maintaining 51 statements from the original questionnaire. Overall, MAI that has been compiled is valued valid and reliable to be used as a metacognition assessment instrument in solving mathematical problems. It can be concluded that the MAI is a valid instrument in measuring metacognition in problem solving.

Metacognitive Awareness and Research Skills Among Senior High School Students

The Senior high school curriculum adepts research as a vital part of 21st-century skills, knowing that it is highly regarded as part of completing the chosen track. The metacognition of students might influence the research process and vice versa. Thus, this study aimed to identify the level of metacognitive awareness and research skills and the degree of relationship between these two variables. The study used a simple random technique with a proportional allocation method to have two hundred one (201) grade 12 STEM students from four clusters of senior high schools. The metacognitive awareness was measured using a 52-item adopted research instrument, and research skills were measured using a 38-item adopted research skills instrument. The data-gathering instruments were subjected to face and content validation by a panel of experts and reliability testing. The correlational research design was employed, and the statistical tools used in descriptive data analyses were average mean and composite mean. The Pearson r was used as an inferential statistical tool to determine the significant relationships among the levels of the variables of the study. Inferential tests were set at a 5% alpha level of significance. The study revealed a high level of metacognitive awareness and a high level of research skills among the respondents, and there is a strong positive significant relationship between the study variables.

The Influence of the RADEC Model with ESD (Education for Sustainable Development) Insight on Earth Sun Rotation and Revolution Material to Increase Student Metacognitive Awareness

The aim of this research is to describe and analyze the RADEC model based on ESD (Education for Sustainable Development) on the Concept of Rotation and Revolution of the Earth and Sun on students’ metacognitive awareness. The research method uses quantitative - quasi experiment. The design is in the form of a Pretest-Posttest Control Group Design. The population is all students of the PGMI, FTK, UIN Raden Intan Lampung Study Program Class 2021/2022, totaling 317 people (Class A-J). The research sample was selected using simple random sampling technique. The research instrument used a metacognitive awareness questionnaire which was measured using the MAI. Data processing analysis was carried out using descriptive statistics and inference statistics by hypothesis testing using the t-test with a significance level of 5% (α = 0.05). Calculations assisted by the SPSS program. version 25. The results of the research are: (1) metacognitive awareness of students who study with the RADEC model with ESD insight in the good category, the mean value is 39.87, the median is 39, the mode is 37, and the variability is 3.8, and the Skewness is -0.112 or slope curve towards the left. (2) The criteria for increasing metacognitive awareness of students who receive lectures using the RADEC model with an ESD perspective is 0.4, so they are in the medium category (referring to Hake’s criteria), (3) Differences in the influence of implementation the ESD-oriented RADEC model on students’ metacognitive ability acquisition, the 2-tailed sig value is 0.00 and this value is smaller than 0.05 (α), so the conclusion is that there is a difference in achievement. (4) The difference in the effect of implementing the ESD-oriented RADEC model on increasing students’ metacognitive awareness, it turns out that the 2-tailed sig value is 0.195 and this value is greater than 0.05 (α), so the conclusion is that there is no difference in improvement, and (5) Application of the model RADEC with ESD insight has a significant effect on students’ acquisition of metacognitive awareness.

"A Life Altering and Special Journey": The Lasting Impact of Mindfulness on Semester-long Study Abroad Participants

Education abroad is held up as a high-impact practice with the potential to engage college and university students in a transformative learning experience (Kuh, 2008). The Institute for International Education (IIE) reports that 347,099 U.S. students received academic credit for study abroad during the 2018-2019 academic school year (IIE). Extensive research into student learning gains abroad have demonstrated that developing student metacognition, or one’s ability to be intentionally self-reflective, is central to transformative learning in the study abroad experience (Vande Berg et al., 2012; Zull, 2012). Consequently, international educators are continually searching for pedagogies (praxis) to facilitate metacognitive learning within study abroad programs. The burgeoning discipline of contemplative pedagogy (Bai et al., 2009; Zajonc, 2013) provides such a praxis for metacognitive learning. Yet the research on the use of contemplative pedagogy within the context of study abroad is still in a nascent stage (Clancy, 2020). In this paper, we present an exploratory case study of contemplative pedagogy and mindfulness practice on a semester-long study abroad program and, namely, its potential long-term impact on student participants. Analysis of questionnaires, answered on a voluntary and anonymous basis, 18 months after the return to the home campus, reveals that students continue to use those practices: Students report sustained attentiveness to surroundings, in the present moment, greater self-awareness, improved connection to those in their communities, and a heightened remembrance. We conclude that contemplative pedagogy, associated with student metacognition, was a successful intercultural praxis within the exploratory case study, and may potentiate long-term effects in participants.

Profile of Student Metacognition in Solving Elementary Linear Algebra Problems Viewed from Tempo Conceptual Cognitive Style

Metacognition is one of the factors that influences students' success in solving mathematical problems. On the other hand, the reality in the field is that students experience difficulties in solving mathematical problems related to Elementary Linear Algebra because they contain a lot of repetitive calculations, so they require high levels of perseverance and accuracy. This research aims to describe students' metacognitive profiles in solving Elementary Linear Algebra problems in terms of cognitive style. The cognitive style chosen is the conceptual cognitive style of pacing through Matching Familiar Figures Tests with research subjects being mathematics students at Nahdlatul Ulama University, Purwokerto. The resulting metacognition profile was obtained from Elementary Linear Algebra problem-solving test data and interviews, which were analyzed and concluded through a series of method triangulation processes. The research results show that students are reflective and impulsive in carrying out all activities that are indicators of metacognitive awareness and regulation, as well as several indicators from metacognitive evaluation. Fast, accurate students carry out all activities that become indicators of metacognitive awareness, regulation, and evaluation. Meanwhile, slowly, inaccurate students carry out all activities that are indicators of metacognitive awareness and several indicators of metacognitive regulation but still need to be able to carry out activities of metacognitive evaluation.

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.

Relationship between middle school students metacognition and problem-posing performance: A serial mediation analysis

Relationship between middle school students metacognition and problem-posing performance: A serial mediation analysis

The Constructivist Approach to Student's Metacognitive Formation in Elementary School

The Constructivist Approach to Student's Metacognitive Formation in Elementary School

고등학생의 메타인지, 자기주도성, 학습전략 간 관계

Objectives The purpose of this study is to verify the mediating effects between metacognition, self-directedness, and learning strategies in high school students to determine which factors have an influence on which.
 Methods Data were collected from South Korean high school students through an online survey from May 19 to 27, 2023 using convenience sampling. Then it was analyzed for frequency, reliability, independent t-test, one-way analysis of variance(ANOVA), correlation and multiple regression using SPSS.
 Results Firstly, high positive correlations were found in all areas between metacognition, self-directedness and learning strategies. In addition, a significant positive correlation was also observed amogst the sub-factors. Secondly, the effect of self-directedness and learning strategies have on metacognition came out to be the most significant, leading to a parial mediating effect of learning strategies in the relationship between high school students' self-directedness and metacognition.
 Conclusions The partial mediating effect revealed the following relationship: the higher the self-directed learning ability, the more critical thinking is performed, which positively affects learning ability, thus ultimately enhances metacognition. Taking such interrelationship between the three factors into consideration, this study suggests the necessity to consider metacognition, self-directedness, and learning strategies comprehensively in order to maximize the effectiveness of learning in high school students. Furthermore, because self-directedness significantly influences metacognition, the educational environments and programs that encourage and support self-directed learning is once again highlighted.