Epistemic profiles and metacognition: support for the consistency hypothesis

Muis, Krista R.; Franco, Gina M.

doi:10.1007/s11409-009-9041-9

Cited by 71 publications

(58 citation statements)

References 41 publications

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“…Some theorists view SRL as a subordinate component of metacognition whereas others regard SRL as a super-ordinate to metacognition (Veenman, Van Hout-Wolters, & Afflerbach, 2006). In line with Muis and Franco (2010), the present study explores metacogniton from a regulation of cognition perspective, situated as a subordinate to SRL.…”

Section: Relevant Srl Concepts For Student Teachers' Academic Successmentioning

confidence: 79%

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

Vrieling

Bastiaens

Stijnen

2012

International Journal of Educational Research

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This intervention study focused on the relationships between student teachers' self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers' use of metacognitive learning strategies increases significantly in learning environments with increased SRL opportunities. In opposite to these findings, no significant difference was shown between student teachers' motivation for learning before and after the research period. However, student teachers' expectancy, a component within the motivational construct, did increase significantly in the research period. Finally, minor significant positive correlations were found between the metacognitive and motivational constructs measured. In general, the level of SRL opportunities turns out to be a moderate predictor of student teachers' use of metacognitive learning strategies and motivation for learning, both important constructs for their academic career.

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Section: Relevant Srl Concepts For Student Teachers' Academic Successmentioning

confidence: 79%

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

Vrieling

Bastiaens

Stijnen

2012

International Journal of Educational Research

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“…Results from other research have indicated that students' epistemic beliefs may be linked to their use of self-regulatory strategies Dahl et al 2005;Muis and Franco 2009;Ryan 1984;Schommer 1990). A mechanism for this linkage suggested by Muis (2007) is that beliefs about knowledge and knowing activated as part of cognitive and affective conditions in phase one of self-regulated learning may affect task definition during this phase.…”

Section: Personal Epistemology and Self-regulated Learningmentioning

confidence: 98%

“…Based on two influential models (Pintrich 2000;Winne and Hadwin 1998) from the literature on self-regulated learning, Muis (2007) suggested four phases of regulation: a) task definition, b) planning and goal setting, c) enactment, and d) evaluation (see also, Muis and Franco 2009). In the first phase, the learner's perception of the task is generated, with contextual, cognitive, and affective conditions contributing to this process.…”

Section: Self-regulation and Computer-based Learningmentioning

confidence: 99%

The role of personal epistemology in the self-regulation of internet-based learning

Strømsø

Bråten

2009

Metacognition Learning

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The predictability of Internet-specific epistemic beliefs for self-regulated learning within Internet technologies was examined in a sample of 84 physics undergraduates. Dimensions of Internet-specific epistemic beliefs were found to explain unique variance in Internet-based search, help-seeking, and self-regulatory strategies, respectively. Specifically, students who emphasized that course-related knowledge located on the Internet consisted of specific facts and details perceived Internet-search and evaluation of search results to be less problematic and reported on more help-seeking and use of self-regulatory strategies during Internet-based learning. Moreover, students believing that Internet-based knowledge claims need to be checked against other sources, reason, and prior knowledge were reportedly more likely to use self-regulatory strategies when using the Internet during coursework. The results are discussed in light of what characterizes the Internet as a knowledge source.Keywords Personal epistemology . Self-regulated learning . Internet-based learning In developed countries, most institutions in higher education feel that computer-based learning has a broadly positive effect on the quality of teaching and learning, although classroom-based teaching still dominates (OECD 2005). Computer-based teaching seems to be more of a supplementary nature and may be more or less planned and organized. The quality of the planning and organizing of computer-based learning environments is critical to students' learning, however (Bråten et al. 2003;Strømsø et al. 2007). Still, many students spend much time using computer-based resources not designed by their teacher or institution, with those resources rarely designed for educational purposes (Kim and Kamil 2003) and often requiring key self-regulatory skills (Azevedo 2005). It has also been suggested that students' use of such skills may relate to their beliefs about knowledge and knowing, that is, their personal epistemology (Hartley and Bendixen 2001). In the present study, we therefore wanted to examine the predictability of personal epistemology for students' self-regulatory skills in dealing with course-related resources on the Internet. Metacognition Learning (2010) 5:91-111

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“…In line with Muis and Franco (2010), the empirical studies of Stijnen (2012a, 2012b) explored metacogniton from a regulation of cognition perspective (see Section 2.1), situated as a subordinate to SRL. The empirical studies of Stijnen (2012a, 2012b) were conducted in educational theory courses containing lectures, lessons and moments of guidance.…”

Section: The Learner: Metacognition Motivation and Academic Performancementioning

confidence: 99%

Successful learning: balancing self-regulation with instructional planning

Vrieling

Stijnen

Bastiaens

2017

Teaching in Higher Education

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Many recent studies have stressed the importance of teacher candidates' (TCs) self-regulated learning (SRL) skills for successful learning. Because of the promising consequences of SRL for academic performance, teacher educators (TEs) are encouraged to increase TCs' SRL opportunities in educational programs. Because of the difficulty and complexity for TEs to successfully guide TCs towards SRL, the present study contributes to the discussion how to best facilitate TEs in finding a balance between student-and teacher-control. For this purpose, a conceptual model is presented. The model draws upon literature related to the perspective of the learner, the teacher and the learning task. Besides the context of teacher education, the model is beneficial for higher education as well as teaching and teacher professionalization. It will help instructors provide a more balanced approach between teacherand student-controlled learning, and support students develop essential SRL skills. ARTICLE HISTORY

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Epistemic profiles and metacognition: support for the consistency hypothesis

Cited by 71 publications

References 41 publications

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

The role of personal epistemology in the self-regulation of internet-based learning

Successful learning: balancing self-regulation with instructional planning

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