The demands of learning in the twenty-first century require being skilled in the use and comprehension of multiple documents. Some individual factors such as the metacognitive skill of theory of mind (ToM) are related to this ability. This study investigated the relationship between university students' ability to comprehend multiple documents,…

We propose a model delineating the role of control, value, and cognitive disequilibrium in elementary students' experience of emotions during mathematics problem solving. We tested this model across 2 studies. In Study 1, using an explanatory mixed-methods design, 136 students from Grades 3 to 6 worked on a complex mathematics problem appropriate…

In this study, we propose an 'Approach to Modeling' (AtM) framework for examining how undergraduates approach tasks that require modelling scientific phenomena. Our framework is adapted from Approach to Learning (AtL) theories and consists of three observable behavioural constructs: metacognition, generative thinking, and causal reasoning. Twenty…

We studied the impact of metacognitive reflections on recently-completed work as a way to improve the retention of newly learned problem-solving techniques. Students video recorded themselves talking through problems immediately after finishing them, completed ongoing problem-solving strategy maps or problem-sorting exercises, and filled out…

Previous research has identified various factors that contribute to readers' comprehension of expository texts, including strategy expertise, language proficiency, prior knowledge, and more recently, readers' beliefs about knowledge. This study addresses the need to understand the relative contributions of these predictors to readers'…

The study investigates the interrelationships between different on-line and off-line measures for assessing metacognition. The participants were 47 fifth grade elementary students. Metacognition was assessed through two off-line and two on-line measures. The off-line measures consisted of a teacher rating scale and a self-report questionnaire. The…

Self-explaining is a domain-independent learning strategy that generally leads to a robust understanding of the domain material. However, there are two potential explanations for its effectiveness. First, self-explanation generates additional "content" that does not exist in the instructional materials. Second, when compared to…

Examined relationships among young children's metacognitive processing and creative ability, based on information-processing theory and Vygotsky's early thought development theory. Twenty-one five- and six-year olds were assessed on four attributes of creativity, and their private speech was coded. Specific qualities and characteristics of…

The relationship between intellectual ability, working method, and learning was investigated with simulations in both structured and unstructured learning environments. High- and low-intelligence college students' thinking-aloud protocols were analyzed on quality of working method. Results indicated that both intellectual ability and working…