Concept‐metacognition

Shea, Nicholas

doi:10.1111/mila.12235

Cited by 13 publications

(8 citation statements)

References 60 publications

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“…Rather, the attempt is to teach children to recognize and repair misunderstandings when they occur, a process known as “comprehension monitoring” (Markman, 1981) as well as through teaching students to mitigate possible misunderstanding of what they write, by recognizing flaws and making revisions at the lexical, grammatical, and textual levels (Francis, 2019). These are the “metacognitive” processes that children use for correcting errors and improving performance across a wide range of tasks including memory, perception, and believing (Shea, 2019; Smortchkova & Shea, 2020). The relation between these metacognitive processes and the verbal concepts of remembering, perceiving, and believing remains largely unexplored.…”

Section: The Education Of Understandingmentioning

confidence: 99%

Ascribing understanding to ourselves and others.

Olson

2024

American Psychologist

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We commonly attribute an understanding of language to others including very young infants, and, more controversially, to other animals and computers. Although we adults attribute or "ascribe" understanding to very young children, only in the late preschool years do the children themselves begin to ascribe understanding to themselves and others a competence that comes with learning the meaning of the word "understand." It is argued that ascription of understanding to others allows the creation of shared belief while self-ascription allows one to introspect on one's understanding: to know that one understands, to understand expressions that young children would simply reject as false, and to understand hypotheticals and counterfactuals. This competence applies to both understanding spoken expressions and reading comprehension.

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Section: The Education Of Understandingmentioning

confidence: 99%

Ascribing understanding to ourselves and others.

Olson

2024

American Psychologist

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“…Metacognition provides the ability to think about achievements and target that can help students to reflect on their learning process, monitor their progress, and evaluate their work critically (Murni, 2019;Shea, 2020).…”

Section: The Obstacles In Completing Mini-thesismentioning

confidence: 99%

English Department Students’ Metacognition Awareness in Completing Mini-thesis

Arjulayana,

Lastari,

Al-Manar

2024

JEET

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This paper investigated the metacognition of final semester students in completing their mini-thesis. The obstacles faced by English study program students in writing mini-thesis were assumed resulted from their lack of metacognition implementation. Metacognition is often described as knowledge and control over one’s cognitive processes. This research used mixed-method design. The instruments used were observation, interviews, and questionnaire. The subjects of this research consisted of 18 students of 8th, 9th as well as graduated students and 10 lecturers of English Study program of Universitas Muhammadiyah Tangerang. This study showed: firstly, students are quite hard to complete mini-thesis due to their strategy following the schedule is need to be pushed by their advisors. Secondly, most respondents have good metacognitive awareness, while few of eighth and ninth semester students need to improve planning, information management strategy and monitoring. Thirdly, metacognition can be the effective solution to encourage students in achieving their target.

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“…(Fleming & Lau, 2014) stated that metacognition is the ability to recognize one's successful cognitive processing in perceptual or memory tasks. Indeed, metacognition enables an individual to use explicit reasoning (Shea, 2020) (Stanton et al, 2015). The benefits of metacognition and active learning on student performance are well understood (Mutambuki et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Adverse Math Attitudes in the Post-Primary Education of River State, Nigeria: Can Metacognition Do the Magic?

Adaobi

2023

JARMS

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There is growing concern about the increasing adverse attitude towards mathematics in Nigeria's educational system. Numerous research has underscored appropriate steps to address the challenge of mathematics attitudes. However, little is known about the role of metacognitive teaching in promoting healthy math attitudes. The present study employed a quasi-experimental design to examine the effect of the metacognitive instruction approach on students' mathematical attitudes in River State. Ninety-one (n = 91) students comprising males and females between the ages of 10 and 14 years with a mean age of (M=9.14) and (SD= 1.24) were randomly selected from different public secondary schools in River State as the study participants. The participants were grouped into two and were subjected to a pre-test and post-test study. The independent t-test conducted on the data following the pre-test and post-test studies proved that Metacognition enhanced the participants' mathematical attitudes at MD = 13.65 (95% CI, 8.91 to 16.17), t (89) = 6.328, p = .001. Thus, the result supported the study's hypothesis. It was concluded that Metacognition is effective in enhancing students' mathematics attitudes. The study recommends that teachers be regularly trained in using the metacognitive approach in the classroom.

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Concept‐metacognition

Cited by 13 publications

References 60 publications

Ascribing understanding to ourselves and others.

Ascribing understanding to ourselves and others.

English Department Students’ Metacognition Awareness in Completing Mini-thesis

Adverse Math Attitudes in the Post-Primary Education of River State, Nigeria: Can Metacognition Do the Magic?

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