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1.
Julie Dangremond Stanton Xyanthe N. Neider Isaura J. Gallegos Nicole C. Clark 《CBE life sciences education》2015,14(2)
Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge—our awareness of our thinking—and metacognitive regulation—how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan for the second exam that could effectively address issues they identified in preparing for the first exam, only half reported that they followed their plans. Our data suggest that prompting students to use metacognitive-regulation skills is effective for some students, but others need help with metacognitive knowledge to execute the learning strategies they select. Using these results, we propose a continuum of metacognitive regulation in introductory biology students. By refining this model through further study, we aim to more effectively target metacognitive development in undergraduate biology students. 相似文献
2.
This study explores how university students representing diverse disciplines and gender differ in their self‐regulation in learning. The definition of self‐regulated learning (SRL) in the present study is based on Pintrich’s and Zimmerman’s theories of SRL and comprises motivational and learning strategies. The sample consisted of 1248 undergraduate students at several Finnish universities. The data were retrieved from the IQ Learn online self‐assessment and tutoring system. Female students scored moderately higher than male students on help‐seeking strategies, utility value and on performance anxiety. Among the diverse disciplines, minor mean differences emerged on all the sub‐dimensions of SRL, though no clear regularity on any discipline’s favour was perceived. However, male and female students of behavioural sciences and female students of sciences scored highest consistently, and the technology students, especially the male students, scored lowest. In the future, the relations between the students’ self‐regulation in learning and instructional approach should be studied further. 相似文献
3.
Ruth Colvin Clark 《Performance Improvement Quarterly》1997,10(1):20-33
An understanding of the uses of metacognition provides a powerful tool toward developing quality and efficiency in task learning and performance. Metacognition is the executive controller of cognitive processes responsible both for self regulated learning and work performance outcomes. Comprehension monitoring and motivation are two prime components of metacognition which are responsible for commitment to, and definition of, goals, monitoring progress toward goals, and activating the appropriate thinking skills to achieve goals. Specific thinking skill categories of attention, organization, and elaboration are described with examples of how specific techniques in each category can optimize learning and job performance. Research on training of metacognitive skills through both detached and embedded skill-development programs is reviewed. In addition, ways to compensate for metacognitive skills when training is not cost-effective are described. The relationship between metacognitive skills and effective management of work performance is stressed. 相似文献
4.
Magdeleine D.N. Lew W.A.M. Alwis Henk G. Schmidt 《Assessment & Evaluation in Higher Education》2010,35(2):135-156
The purpose of the two studies presented here was to evaluate the accuracy of students' self‐assessment ability, to examine whether this ability improves over time and to investigate whether self‐assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self‐assessments of 3588 first‐year students enrolled in a post‐secondary institution was studied throughout a semester during which each student made approximately 80 self‐assessments about his or her own learning process. These self‐assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self‐, peer and tutor assessments suggest weak to moderate accuracy of student self‐assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self‐assess with higher accuracy than their less competent peers. Comparing the accuracy of student self‐assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self‐assessment on their learning was administered to 936 first‐year students. Based on their responses, sub‐groups of students were identified: those who either believed in the usefulness of self‐assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self‐assessment and the accuracy of their self‐assessments. 相似文献
5.
Vidar Gynnild Anders Holstad Dag Myrhaug 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):147-161
This article reports on a case study of learning and academic achievement in engineering education. Two sets of oral exams were used as a source of information in relation to students’ learning and needs in the learning situation. Through ensuing interviews, patterns of learning strategies were discerned. Academically successful students utilised self‐monitoring skills, such as self‐evaluation and comprehension monitoring, while these skills were used only to a minor extent by those less successful. Promoting self‐regulated learning could be one way to improve student learning. The research literature, however, suggests that merely teaching self‐monitoring skills does not necessarily make a difference. This study therefore focuses on roles of tutors in identifying and promoting self‐regulated learning. 相似文献
6.
Gregory Thomas David Anderson Samson Nashon 《International Journal of Science Education》2013,35(13):1701-1724
The development and evaluation of science students’ metacognition, learning processes and self‐efficacy are important for improving science education. This paper reports on the development of an empirical self‐report instrument for providing a measure of students’ metacognition, self‐efficacy and constructivist science learning processes. A review of the range of literature related to metacognition, self‐regulation and constructivist learning processes resulted in the development of an initial bilingual (English and traditional Chinese) instrument composed of 72 items. This instrument was completed by 465 Hong Kong high school students. The data collected were subjected to exploratory factor analysis and Rasch analysis. The subsequent refinement process resulted in a final version of the Self‐Efficacy and Metacognition Learning Inventory—Science (SEMLI‐S) consisting of 30 items that can be used for either analysing and focusing on any or all of its dimensions or for assigning scores to individuals that enable comparison between them in relation to their metacognitive science learning orientations. 相似文献
7.
The purpose of the present study was to test a model explaining self‐efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self‐regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self‐efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self‐regulation, supporting the proposed model. That is, students with high levels of task value tended to use more learning strategies which promoted the use of regulatory strategies. In turn, these students may decrease their chemistry anxiety, leading to an increase in chemistry self‐efficacy indirectly. 相似文献
8.
In two semester-long studies, we examined whether college students could improve their ability to accurately predict their
own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit)
for accuracy would improve predictions by improving students’ metacognition, or awareness of their own knowledge. Students’
predictions were almost always higher than the grade they earned and this was particularly true for low-performing students.
Experiment 1 demonstrated that providing incentives but minimal feedback failed to show improvement in students’ metacognition or performance.
However, Experiment 2 showed that when feedback was made more concrete, metacognition improved for low performing students although exam scores
did not improve across exams, suggesting that feedback and incentives influenced metacognitive monitoring but not control. 相似文献
9.
Use of Exam Wrappers to Enhance Students’ Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course 
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下载免费PDF全文 P. Gizem Gezer-Templeton Emily J. Mayhew Debra S. Korte Shelly J. Schmidt 《Journal of Food Science Education》2017,16(1):28-36
Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students’ metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students’ self‐assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students’ self‐reported study habits. 相似文献
10.
Ruth Colvin Clark 《Performance Improvement Quarterly》1988,1(1):33-45
An understanding of the uses of meta-cognition provides a powerful tool toward developing quality and efficiency in task learning and performance. Metacognition is the executive controller of cognitive processes responsible both for self regulated learning and work performance outcomes. Comprehension monitoring and motivation are two prime components of metacognition which are responsible for commitment to, and definition of, goals, monitoring progress toward goals, and activating the appropriate thinking skills to achieve goals. Specific thinking skill categories of attention, organization, and elaboration are described with examples of how specific techniques in each category can optimize learning and job performance. Research on training of metacognitive skills through both detached and embedded skill-development programs is reviewed. In addition, ways to compensate for metacognitive skills when training is not cost-effective are described. The relationship between metacognitive skills and effective management of work performance is stressed. 相似文献
11.
Meaningful discussion that facilitates reflective thinking can be initiated when learners raise thoughtful questions or provide
critical feedback; however, generating effective questions requires a certain level of domain knowledge and metacognitive
skills of the question-askers. We propose a peer-questioning scaffolding framework intended to facilitate metacognition and
learning through scaffolding effective peer-questioning in online discussion. This framework assumes that novice students
who lack domain and metacognitive knowledge can be scaffolded to generate meaningful interactions at an early stage of learning
and the resulting peer-generated adaptive questions can facilitate learners’ metacognition. Thus, this study investigated
the effects of providing online scaffolding for generating adaptive questions to peers during online small group discussion.
A field experimental time-series control-group design was employed as a mixed model for the research design. Thirty-nine college
students from an online introductory class on turfgrass management participated in the study. The findings revealed that the
scaffolds were useful to increase the frequency of student questioning behavior during online discussion. For some students,
the online guidance reportedly served as “a starting point” to generate questions when they had difficulty asking questions.
However, the guidance did not improve the quality of questions and thus learning outcomes. The interview data indicated that
peer-generated adaptive questions served a critical role in facilitating learner’s reflection and knowledge reconstruction.
Further study should focus on the quality improvement of peer-generated questions while considering adaptive and dynamic forms
of scaffolding and intermediate factors such as prior knowledge, metacognition, task complexity, and scaffolding type. 相似文献
12.
Tracey Papinczak Raymond Peterson Awais Saleem Babri Kym Ward Vaughan Kippers David Wilkinson 《Assessment & Evaluation in Higher Education》2012,37(4):439-452
In small groups, medical students were involved in generating questions to contribute to an online item bank. This study sought to support collaborative question‐writing and enhance students’ metacognitive abilities, in particular, their ability to self‐regulate learning and moderate understanding of subject material. The study focused on supporting students to write questions requiring higher order cognitive processes. End‐of‐year formal examinations comprised 25% student‐generated questions (SGQs), while mid‐year examination items were completely unseen. Data were gathered from repeated administration of a questionnaire and from examination results. No statistically significant changes were identified in self‐rated monitoring of understanding and regulation of learning. The activity of generating questions supported students to work collaboratively in developing questions and answers. The bank of questions was appreciated by students as a source of revision material, even though it was not strongly focused on higher order processes. Based on scores, it would appear that many students chose to memorise the question bank as a ‘high‐yield’ strategy for mark inflation, paradoxically favouring surface rather than deep learning. The study has not identified directly improvements in metacognitive capacity and this is an area for further investigation. Continual refinement of the study method will be undertaken, with an emphasis on education of students in developing questions addressing higher order cognitive processes. Although students may have memorised the questions and answers, there is no evidence that they do not understand the information. 相似文献
13.
The Science Foundation Programme (SFP) at the University of KwaZulu Natal, Pietermaritzburg attempts to address past educational inequalities by providing disadvantaged matriculants with the skills, resources and self‐confidence needed to embark on their tertiary studies. Students entering the Programme typically adopt a surface approach to learning with emphasis being placed on high score achievement which results in a mark‐driven attitude towards assessment. Students also lack the metacognitive skills associated with a deep approach to learning. Within this mark‐driven culture, it is important to attempt to move students away from such a superficial approach to learning and assessment. Worldwide, self‐assessment practice has been gaining recognition, and it has been linked to the adoption of a deep approach to learning; self‐regulated learning and the development of metacognitive skills. In the biology module of the Programme, students are given two essay assignments, tasks that are routinely performed very poorly. In attempt to improve SFP students’ essay writing abilities, a self‐assessment scheme to accompany the essay tasks was instituted, hoping that this would get the students to engage with the assessment criteria. It was intended that students would not only fulfil the requirements of the task better, but also achieve the valuable skill of self‐assessment. The results provide overwhelming evidence that SFP students cannot accurately self‐assess. Their naivety and inexperience in fulfilling assessment criteria was also revealed. Overall, marks awarded by staff were significantly lower than those awarded by students, and there was no evidence to suggest that any one category of students based on academic ability were better able to self‐assess than another. Marker inconsistencies were revealed, but this was shown to have no effect on findings. In spite of these results, a case for pursuing self‐assessment is made and proposals for improving student self‐assessment practice in the SFP are suggested. 相似文献
14.
15.
As interest increases in the connection between metacognition and gifted, a shift in the definition of giftedness from person to performance variables allows an even closer link to skills of self‐regulatory metacognition such as defining, focusing, persisting, guiding, coping, correcting, reinforcing, and solving. Researchers recommend explicit instructional models that teach specific strategies for disciplined, reflective problem solving while stressing accuracy and persistent concentration. This article provides such a detailed account of a classroom‐tested early childhood pedagogy for gifted learners, especially the underachieving gifted. Teacher and peer modeling of think‐aloud, behavioral demonstration, and cueing of five steps to efficient task accomplishment are outlined with examples. Benefits of productive self‐regulated learning strategies during task periormances are reported from teachers, parents, and students. 相似文献
16.
Oenardi Lawanto 《Performance Improvement Quarterly》2010,23(2):117-136
This study evaluated metacognitive changes of three groups of 160 engineering students working on 60 different design projects. Two metacognitive features, cognitive self‐appraisal and cognitive self‐management, were used to indicate students' metacognitive level. The Engineering Design Project Inventory was used to assess students' metacognition. Students were asked to complete the instrument at the early and final stages of the project. Statistical results revealed a significant change in mechanical engineering students' metacognition while engaged in the project. Eighteen themes of responses that described the influencing factors for the change in students' self‐appraisal and 23 themes of responses that described the influencing factors for their self‐management change were identified from two open‐ended questions. 相似文献
17.
Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork''s research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates “desirable difficulties that enhance learning.” To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities. 相似文献
18.
Two studies focusing on the development and validation of the Online Self‐Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self‐report instrument assessing the human interaction dimension of online self‐regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory factor analysis of an initial affect/motivation item pool yielded four factors: enjoyment of human interaction, self‐efficacy for interaction with instructors, concern for interaction with students, and self‐efficacy for contributing to the online community. Exploratory factor analysis of an initial learning strategies item pool revealed three factors: writing strategies, responding strategies, and reflection strategies. In Study 2, confirmatory factor analysis was conducted in order to evaluate the stability of multidimensional factor structures. These exploratory and confirmatory factor analyses showed the OSRLI to be statistically moderate in terms of reliability and validity. 相似文献
19.
Li‐fang Zhang 《教育心理学》2010,30(4):481-494
The principal objective of this study was to explore the predictive power of thinking styles for metacognition when self‐rated abilities were taken into account. As a preliminary step, the study examined the psychometric properties of the Metacognitive Awareness Inventory (MAI). Four hundred and twenty‐four university students from mainland China responded to the MAI, the Thinking Styles Inventory‐Revised II, and the Self‐Rated Ability Scale. The study ascertained the reliability and validity of the MAI. More importantly, results suggested that three creativity‐generating styles (hierarchical, liberal and legislative) and the executive style predicted metacognition beyond self‐rated abilities. Practical significance of the main research finding was discussed for university faculty members, students and university senior managers. 相似文献
20.
Aimee A. Callender Ana M. Franco-Watkins Andrew S. Roberts 《Metacognition and Learning》2016,11(2):215-235
Accurately judging one’s performance in the classroom can be challenging considering most students tend to be overconfident and overestimate their actual performance. The current work draws upon the metacognition and decision making literatures to examine improving metacognition in the classroom. Using historical data from several semesters of an upper-level undergraduate course (N?=?127), we analyzed students’ judgments of their performance and their actual performance for two exams. Students were instructed on the concepts of overconfidence, received feedback on exams, and were given incentives for accurate calibration. We found results consistent with the “unskilled and unaware” effect Kruger & Dunning (Journal of Personality and Social Psychology, 77(6), 1121–1134, 1999) where lower performing students initially displayed overconfidence and the highest performing students initially displayed underconfidence. Importantly, students were able to change both judgments and performance such that metacognitive accuracy improved significantly from the first to the second exam. In a second study, two additional semesters for the same course used in Study 1 were examined (N?=?90). For one of the semesters feedback was not provided, allowing us to determine whether feedback can improve both metacognitive judgments and performance. Our findings revealed significant improvements in performance paired with decreases in overconfidence on Exam 2, but only for students who received feedback about their performance and judgments. We postulate that feedback may be an important component in improvement metacognitive judgments. 相似文献