Effects of Metacognition and Learning Flow on Problem Solving Ability of Nursing Students

NamMoonHee,; kimhaeok,

doi:10.13000/jfmse.2020.12.32.6.1655

Cited by 3 publications

(4 citation statements)

References 16 publications

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“…Therefore, further research with additional variables is needed to validate and better understand these differences. The dental hygiene students showed significant positive correlations among metacognition, learning flow, and problem-solving abilities (p＜0.05; Table 4), which aligns with previous research findings 13,14) . In other words, it was found that higher levels of metacognition and learning flow were associated with better problem-solving abilities, consistent with the results of previous studies.…”

Section: Key Results and Comparisonsupporting

confidence: 88%

“…When compared to prior studies targeting engineering freshmen, where metacognition was at 3.14±0.41, flow was at 3.20±0.53, and problem-solving ability was at 3.19±0.38, it appears that the average scores of dental hygiene students in this study were significantly lower 27) . Additionally, in a study conducted with fourth-year nursing students, metacognition was at 3.32±1.31, learning flow was at 2.93±0.09, and problem-solving ability was at 3.37±0.06 14) . Once again, the scores of dental hygiene students in this study seem to be lower.…”

Section: Key Results and Comparisonmentioning

confidence: 98%

“…In the case of major satisfaction, the dissatisfaction group showed significantly higher levels of metacognition and learning flow compared to the very satisfied group (p＜ 0.05; Table 3). Nam and Kim 14) classified major satisfaction into good, moderate, and bad categories, where the good category had higher metacognition and learning flow than the bad category, and the good category had higher problem-solving abilities than the moderate category. This differs from the results of our study.…”

Section: Key Results and Comparisonmentioning

confidence: 99%

“…In contrast, students with lower self-regulation skills tend to adhere to a single problem-solving approach regardless of its effectiveness. Previous research in the field of healthcare and medical sciences suggests that is reported that metacognition and learning flow have a close relationship with problemsolving abilities [12][13][14] .…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Metacognition, Learning Flow, and Problem-Solving Ability of Dental Hygiene Students

Park

2023

J Dent Hyg Sci

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Background: This study aims to improve dental hygiene education by investigating the relationship between metacognition, learning flow, and problem-solving abilities in dental hygiene majors. Methods: A survey was conducted on 2nd to 4th-year students from dental hygiene programs, with 132 responses analyzed. Data analysis involved t-tests and ANOVA to examine the differences in metacognition, learning flow, and problem-solving abilities based on the general characteristics. Multiple regression analysis was employed to investigate the factors influencing the dependent variable, which is problem-solving abilities. The collected data were analyzed using SPSS. Results: First, when comparing metacognition, learning flow, and problem-solving abilities based on the general characteristics of the study participants, statistically significant differences were observed in common factors such as major satisfaction, subjective academic performance, GPA (grade point average), and reason for major choice (p＜0.05). Second, it was found that there is a significant positive correlation between metacognition, learning flow, and problem-solving abilities in dental hygiene students (r≥0.79, p＜0.05). In other words, higher levels of metacognition and learning flow were associated with better problem-solving abilities. Third, factors influencing problem-solving abilities were identified, with both metacognition and learning flow having a statistically significant positive impact. It was also noted that metacognition had a greater influence on problem-solving abilities compared to learning flow (adjusted R 2 =0.815, p＜0.05). Conclusion: To enhance the core competency of problem-solving abilities, it is essential to improve metacognition and learning flow. To enhance metacognition and promote learning flow, strategies such as goal setting, utilizing effective learning methods, boosting self-efficacy, managing the learning environment, choosing activities that foster immersion, stress management, self-assessment and feedback integration, improving focus, and utilization a variety of learning experiences will be necessary.

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Section: Key Results and Comparisonsupporting

confidence: 88%

Section: Key Results and Comparisonmentioning

confidence: 98%

Section: Key Results and Comparisonmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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