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Direct linkWitherby, Amber E.; Carpenter, Shana K.; Smith, Andrew M. – Metacognition and Learning, 2023
Prior knowledge is often strongly related to students' learning. In the present research, we explored the relationship between prior knowledge and the accuracy of students' predictive monitoring judgments (judgments of learning; JOLs) and postdictive monitoring judgments (confidence judgments). In four experiments, students completed prior…
Descriptors: Metacognition, Prior Learning, Accuracy, Prediction
Allison J. Jaeger; Logan Fiorella – Metacognition and Learning, 2024
Prior research suggests most students do not glean valid cues from provided visuals, resulting in reduced metacomprehension accuracy. Across 4 experiments, we explored how the presence of instructional visuals affects students' metacomprehension accuracy and cue-use for different types of metacognitive judgments. Undergraduates read texts on…
Descriptors: Cues, Visual Stimuli, Comprehension, Metacognition
Gastón Pérez; Leonardo González Galli – Metacognition and Learning, 2024
Developing metacognition in students is essential for fostering critical thinking in school. One of the skills necessary to achieve this goal is the cultivation of metacognitive vigilance--a potential means to regulate some ways of thinking held by individuals. Of particular importance is essentialism, as it underlies discourses such as racism and…
Descriptors: Metacognition, Correlation, Biology, Humanism
Effat Alvi – Metacognition and Learning, 2024
This descriptive qualitative study examined pre-service teachers' cognitive conditions, cognitive operations, and metacognitive adaptations during emergency online practice teaching. It further examined the intricate interplay between these components. Using pre- and post-open-ended questions and weekly reflections, qualitative methods were…
Descriptors: Preservice Teachers, Cognitive Processes, Metacognition, Online Courses
Kedar Nepal; Ram C. Kafle – Metacognition and Learning, 2024
We collected data on students' self-assessment behavior from four sections of a Calculus II course. Students were asked to write their expected scores on each of the weekly in-class quizzes and problems in the exams, immediately after they completed them. They were then asked to justify their expectation in writing. One-on-one interviews were…
Descriptors: Undergraduate Students, Self Evaluation (Individuals), Calculus, Mathematics Instruction
Ezgi Melisa Yüksel; C. Shawn Green; Haley A. Vlach – Metacognition and Learning, 2024
When students are left to choose their own approaches to studying, they frequently engage in ineffective learning strategies, such as rereading textbooks or cramming. Given this natural tendency amongst students, there has been significant interest in how to increase the use of more effective methods of studying. Efforts to-date have typically…
Descriptors: Teaching Methods, Metacognition, Intervention, Outcomes of Education
Nurit Paz-Baruch; Guy Grovas; Zemira R. Mevarech – Metacognition and Learning, 2025
Fostering creative thinking and promoting metacognitive processes are two major goals of 21st -century education. Recent research has pinpointed the essential role of meta-creativity in the process of creative thinking. Nevertheless, the concept of meta-creativity has not been widely adopted. The purpose of the present study is, therefore,…
Descriptors: Grade 6, Elementary School Students, Creative Thinking, Metacognition
Johannes Jud; Yves Karlen; Carmen Nadja Hirt – Metacognition and Learning, 2024
Teachers' motivation is a core professional competence that influences their choices in their decision-making, such as promoting self-regulated learning (SRL). Promoting SRL supports students' SRL development and might affect students' motivation to apply strategies. However, the link between teachers' motivation to promote SRL and students'…
Descriptors: Metacognition, Self Efficacy, Teacher Motivation, Teacher Student Relationship
Naujoks, Nick; Harder, Bettina; Händel, Marion – Metacognition and Learning, 2022
Two studies investigated the testing effects on performance and on metacognitive judgment accuracy in authentic learning settings. Across two educational psychology courses, undergraduate students had the opportunity to voluntarily participate in four different practice tests during the term--without feedback in Study 1 (N = 201 students) or with…
Descriptors: Metacognition, Accuracy, Tests, Test Preparation
Vosniadou, Stella; Darmawan, Igusti; Lawson, Michael J.; Van Deur, Penny; Jeffries, David; Wyra, Mirella – Metacognition and Learning, 2021
The research investigated relationships amongst beliefs about the self-regulation of learning (SRL), study strategies and academic performance in 366 pre-service teachers. A Beliefs about Learning and Teaching (BALT) Questionnaire was used to examine beliefs that were both consistent and inconsistent with SRL. The final model emerging from the…
Descriptors: Beliefs, Self Control, Prediction, Cognitive Processes
Mevarech, Zemira R.; Paz-Baruch, Nurit – Metacognition and Learning, 2022
The purpose of the present study was to explore the extent to which students with different levels of creativity also differ in their implementation of metacognitive and meta-creative processes. Participants included 221 students in Grades 4, 5, and 6 (104 girls, 117 boys; mean age = 10.5; SD = 0.84). Creativity was assessed using the Unusual Uses…
Descriptors: Metacognition, Creativity, Elementary School Students, Creative Thinking
Paola Palladino; Eugenio Trotta; Aurora Bonvino; Leonardo Carlucci; Milvia Cottini – Metacognition and Learning, 2025
Recent investigations have suggested that both metacognition and emotions play important roles in second language (L2) learning. However, the majority of these studies focused on negative emotions, such as anxiety, or considered high school or university students, neglecting primary school age students, which is frequently the starting period in…
Descriptors: English (Second Language), Second Language Learning, Elementary School Students, Student Attitudes
Nederhand, Marloes L.; Tabbers, Huib K.; De Bruin, Anique B. H.; Rikers, Remy M. J. P. – Metacognition and Learning, 2021
When compared to high performers, low performers generally have more difficulty to accurately estimate their own performance. This has been explained by low performers being both unskilled and unaware about their performance. However, Miller and Geraci "Journal of Experimental Psychology: Learning, Memory, and Cognition," 37(2), 502-506,…
Descriptors: Metacognition, Self Evaluation (Individuals), Accuracy, Grades (Scholastic)
Li, Xiaomiao; Lindsay, Brittany L.; Szeto, Andrew C. H.; Dobson, Keith S. – Metacognition and Learning, 2023
The Dunning-Kruger (DK) effect is a form of meta-ignorance of knowledge (Kruger & Dunning, "Journal of Personality and Social Psychology," 77(6), 121-1134, 1999) that has not been explored regarding mental illness public stigma. The current study examined the DK effect in this field by comparing participants' actual stigma (measured…
Descriptors: Mental Disorders, Social Bias, Undergraduate Students, Feedback (Response)
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)
