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Direct linkKolic-Vehovec, Svjetlana; Pahljina-Reinic, Rosanda; Roncevic Zubkovic, Barbara – Metacognition and Learning, 2022
The effects of collaborative learning and informing students about the dangers of overconfidence on metacognitive judgments and conceptual learning were examined in two classroom studies. In the first study, the conceptual knowledge of operant conditioning and the confidence judgments of 287 graduate students enrolled in a teacher education…
Descriptors: Cooperative Learning, Self Esteem, Misconceptions, Metacognition
Çini, Ahsen; Järvelä, Sanna; Dindar, Muhterem; Malmberg, Jonna – Metacognition and Learning, 2023
Metacognitive awareness is knowing about learners' own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple…
Descriptors: Metacognition, Video Technology, Measures (Individuals), Problem Solving
Gutierrez de Blume, Antonio P.; Montoya Londoño, Diana Marcela; Daset, Lilián; Cuadro, Ariel; Molina Delgado, Mauricio; Morán Núñez, Olivia; García de la Cadena, Claudia; Beltrán Navarro, María Beatríz; Arias Trejo, Natalia; Ramirez Balmaceda, Ana; Jiménez Rodríguez, Virginia; Puente Ferreras, Aníbal; Urquijo, Sebastián; Arias, Walter Lizandro; Rivera, Laura Inés; Schulmeyer, Marion; Rivera-Sanchez, Jesus – Metacognition and Learning, 2023
A deeper understanding of what factors influence metacognition has never become more pressing than in today's digital era, in which information flows constantly and quickly. To this end, the present study explored the role of culture in mediating how individuals experience metacognitive phenomena. For this purpose, the International Group on…
Descriptors: Metacognition, Spanish Speaking, Cross Cultural Studies, Measures (Individuals)
Ying Wang; Rayne A. Sperling; Jennelle L. Malcos – Metacognition and Learning, 2024
The present study investigated the extent to which monitoring practice and timely monitoring feedback, contextualized in an online undergraduate biology course, improved students' metacognitive monitoring and learning outcomes. The intervention followed a true experimental design and randomly assigned 162 students into three conditions: a control…
Descriptors: Metacognition, Self Efficacy, Learning Strategies, Feedback (Response)
Händel, Marion; de Bruin, Anique B. H.; Dresel, Markus – Metacognition and Learning, 2020
Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of students' metacognitive judgments are of interest. While previous results are quite consistent regarding the importance of performance for the accuracy of metacognitive judgments,…
Descriptors: Individual Differences, Metacognition, Personality Traits, Decision Making
Wang, Ying; List, Alexandra – Metacognition and Learning, 2019
The literature on calibration suggests that students consider a multitude of factors when they self-evaluate task performance. Nevertheless, few studies have focused on calibration within a complex task environment, such as when students are asked to compose written responses based on multiple texts. In this study, we examined the criteria that…
Descriptors: Undergraduate Students, Self Evaluation (Individuals), Task Analysis, Performance
Sobocinski, Márta; Malmberg, Jonna; Järvelä, Sanna – Metacognition and Learning, 2017
Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of…
Descriptors: Metacognition, Cooperative Learning, Difficulty Level, Comparative Analysis
Khosa, Deep K.; Volet, Simone E. – Metacognition and Learning, 2014
This paper addresses the nature and significance of productive engagement in cognitive activity and metacognitive regulation in collaborative learning tasks that involve complex scientific knowledge. A situative framework, combining the constructs of social regulation and content processing, provided the theoretical basis for the development of a…
Descriptors: Cooperative Learning, Metacognition, Science Instruction, Scientific Concepts
