Metacognition and Learning最新文献

This multi-case study investigated self-regulation of preservice science teachers’ (PSTs), focusing on their ability to learn from their own teaching experiences and to regulate teaching practices to pose higher-level cognitive questions. The participants were three PSTs enrolled in a certification program for teaching secondary science, representing low, intermediate, and high self-regulated learning (SRL). Data were collected from classroom materials, semi-structured interviews on planning classroom questions, classroom observations, classroom audio recordings, and semi-structured interviews on enacting questions. The findings revealed that while each case exhibited unique characteristics, all PSTs demonstrated improvements in their SRL practices and questioning. The analysis highlighted PSTs’ SRL practices in planning and enacting classroom questions, suggesting ways to enhance PSTs’ questioning skills through the integration of SRL into teacher preparation. Furthermore, the findings underscored the importance of university supervisors and cooperating teachers tailoring their coaching to PSTs based on their initial SRL skills and utilizing well-defined models of SRL development for guidance.

When we monitor our learning, often measured via judgments of learning (JOLs), this metacognitive process can change what is remembered. For example, prior work has demonstrated that making JOLs enhances memory for related, but not unrelated, word pairs in younger adults. In the current study, we examined potential age-related differences in metacognitive reactivity. Younger and older adults studied lists of related and unrelated word pairs to remember for a later cued recall test where they would be presented with one of the words from the pair and be asked to recall its associate. Additionally, participants either made a JOL for each pair or had an inter-stimulus interval of equal duration as the JOL period. Results revealed that while making metacognitive judgments did not significantly affect memory in younger adults (i.e., no reactivity), this procedure impaired memory in older adults (i.e., negative reactivity), particularly for unrelated word pairs. Specifically, older adults demonstrated better cued recall when each word was followed by an inter-stimulus interval than when asked to predict the likelihood of remembering each word during the study phase. This may be a consequence of JOLs increasing task demands/cognitive load, which could reduce the elaborative encoding of associations between word pairs in older adults, but older adults’ preserved or even enhanced semantic memory may mask negative reactivity for related word pairs. Future work is needed to better understand the mechanisms contributing to the reactivity effects in younger and older adults for different types of to-be-remembered information.

Metacognition is defined as a higher-order thinking skill that enables individuals to monitor, control, and regulate their thinking and behavior. In education, this skill is important, as learners need to self-regulate their learning behaviors for successful lifelong learning. Thus, it is essential for educators and learners alike to know their metacognitive skills. Researchers can assist in this endeavor by developing sound and valid quantitative measures for psychological phenomena such as metacognition. No measure is more commonly used for this purpose than the Metacognitive Awareness Inventory (MAI). In the present study, the International Group on Metacognition validated the MAI employing a standard, international Spanish with a robust sample of 12 Spanish-speaking countries and 1,622 undergraduate university students. Results revealed a solid final baseline confirmatory factor analysis model for all 12 countries that supports the original two-factor structure reported in English-speaking samples from the United States. Additionally, multigroup measurement invariance analyses revealed that although five parameters varied slightly across some countries, chi-square difference tests indicated that the comparison model with these constraints freely estimated was not significantly better than the fully constrained null model, supporting measurement invariance across countries. Thus, our version of the MAI using standard, international Spanish is a valid and reliable tool for measuring metacognitive awareness in Spanish-speaking countries.

Despite the widely recognized importance of metacognition in language learning, relatively few empirical studies have investigated the role of metacognitive strategies with a cross-linguistic perspective. Drawing on the mixed-method design combining questionnaire and interview data, this study systematically investigated the effects, the transfer potential, and the cross-language facilitation of metacognitive strategies between L1 and L2 contexts. Structural equation modelling (SEM) and multigroup analysis results revealed that metacognitive strategies afforded a more prominent predictive role in English (L2) writing than in Chinese (L1) writing; such strategy use transferred between the two writing contexts, which kept invariant between lower- and higher- L2 proficiency groups and between English and non-English major groups; and there was a cross-language facilitation effect of L1 writing metacognitive strategies on L2 writing performance via the mediation of L2 writing metacognitive strategies. Complementary to the quantitative results, the qualitative interview data was analyzed to provide deep insights into the participating students’ metacognitive strategy use in the two task-situated writing. Findings are extensively discussed to offer theoretical and pedagogical implications in this domain.

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 condition, a monitoring practice (MP) condition, and a monitoring practice and timely monitoring feedback (MP + MF) condition. Students in the control condition received weekly content practice in alignment with the concurrent course content. Students in the MP condition also received weekly content practice but in addition received monitoring practice for each weekly practice session. In the MP + MF condition, students additionally received timely monitoring feedback for each item, which indicated whether they were underconfident, accurate, or overconfident in their answers. Results showed that students across the three conditions reported higher metacognitive awareness and self-efficacy for strategic learning. Additionally, students in the MP + MF condition were more accurate in monitoring their learning, especially in monitoring the difficult knowledge items when compared to the control condition. Students’ qualitative judgment justification responses also demonstrated the factors they considered when judging their performance. Implications for future research and practice are discussed.

Metacognition awareness is a fundamental skill for the 21st century. Accurately measuring metacognitive awareness would be highly relevant regardless of age, background, or cognitive abilities. The current study aimed to evaluate the psychometric properties of the 19-item Metacognitive Awareness Inventory-Arabic version (MAI-A) in the general population of Saudi Arabia. The current study employed Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach’s alpha and McDonald’s omega (reliability), and average variance extracted and composite reliability (validity to evaluate the psychometric properties of MAI-A among a sample of the Arabian population. Measurement invariance across male and female samples had been conducted. Finally, the Exploratory Graph Analysis (EGA) was used to estimate the dimensional structure of the MAI. In the first step, quantitative face validity was presented to remove the one on the items because of poor indexes. So, the evaluated version was 18 items MAI. Also, the first-order and second-order CFA confirmed the 2-factor model. So, the 18-item MAI presented suitable internal consistency. Second-order average variance extracted validity showed suitable validity of the MAI-A. According to ∆CFI and ΔRMSEA, there was no gender invariance between males and females in the MAI-A structure. Finally, the EGA estimated a 3-dimensional structure of the MAI, which was different from the factor structure in the CFA. The MAI-A is a practical and cost-effective tool for evaluating metacognitive awareness in Arab populations. However, future studies should be conducted due to differences between traditional methods (CFA)I and novel methods (EGA) in extracting factors.

Accurately judging students’ comprehension is a key professional competence for teachers. It is crucial for adapting instruction to students’ needs and thereby promoting student learning. According to the cue-utilization framework, the accuracy of teachers’ judgments depends on how predictive (or diagnostic) the information (or cues) that teachers use to make judgments is of student performance. It is, however, unclear from prior studies if merely providing access to diagnostic cues aids accuracy, or whether this only helps if non-diagnostic cues are unavailable or ignored. Therefore, we investigated, using a within-subjects experimental design, the accuracy of secondary school teachers’ (N = 33) judgments of anonymous students’ text comprehension under four cue availability conditions: 1) non-diagnostic cues only; 2) diagnostic cues only; 3) a mix of diagnostic and non-diagnostic cues; and, 4) after an intervention informing them of the diagnosticity of cues, again a mix of diagnostic and non-diagnostic cues. Access to diagnostic cues enhanced teachers’ judgment accuracy, while access to non-diagnostic cues hindered it. While teachers’ judgment accuracy was not enhanced by the intervention (presumably because it was already relatively high), their diagnostic cue utilization increased, and non-diagnostic cue utilization decreased. In addition, teachers’ calibration increased after the intervention: They knew better when their judgments were (in)accurate. Furthermore, teachers were quite aware that diagnostic cues are diagnostic, but their awareness that non-diagnostic cues (especially students’ interest) are not, could be improved. These results could be useful in designing effective interventions to further foster teachers’ judgment accuracy.

Successful recognition is generally thought to be based on both recollection and familiarity of studied information. Recent studies found that making judgments of learning (JOLs) can reactively facilitate recognition performance, a form of reactivity effect on memory. The current study aimed to explore the roles of recollection and familiarity in the reactivity effect on recognition performance. Experiment 1 replicated the positive reactivity effect on recognition performance. Experiment 2 used the sequential remember/know (R/K) procedure, Experiment 3 utilized the simultaneous R/K procedure, and Experiment 4 inserted a long study-test interval (i.e., 24-h) to determine the roles of recollection and familiarity in the reactivity effect. These three experiments converged in demonstrating that making JOLs reactively facilitated recognition performance through enhancing both recollection and familiarity. Furthermore, there was minimal difference between the reactive influences on recollection and familiarity. The documented findings imply that the JOL reactivity effect on recognition is supported by two underlying mechanisms: greater recollection induced by enhanced distinctiveness, and superior familiarity induced by enhanced learning engagement.