Features of Meta-competences in Primary School Children

Chernyavskaya, Valentina S.; Malakhova, Varvara R.

doi:10.1016/j.sbspro.2016.10.150

Cited by 2 publications

(1 citation statement)

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“…Metaliteracy is a specific set of abilitiesmetacompetencies. In a wide sense, metacompetencies are described as competencies with some universal psychological core (Chernyavskaya and Malakhova, 2016) or an "over-arching input that facilitates the acquisition of output competences" (Delamare Le Deist and Winterton, 2005, p. 40). Metaliteracy as a framework is a foundation for other literacy: information, media and digital literacy.…”

Section: Introductionmentioning

confidence: 99%

Knowledge management and academic information behaviour

Deja

Rak

2019

AJIM

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Purpose The purpose of this paper is to investigate the influence of metaliteracy on collaborative and individual information behaviour (IB) among academic staff. The goal is to observe the impact of these competencies on knowledge management (KM) and IB in research tasks connected with the humanities and social sciences. Design/methodology/approach This paper presents an implementation of two combined frameworks into a study on the IB of academics: metacompetencies described by Mackey and Jacobson in the metaliteracy model and Burke’s triple-A model. By using the Dervin’s micro-moment time-line interview framework, authors try to observe the state of development of information literacy and other supportive competencies among younger lecturers and researchers. Findings Scientists develop patterns of collaborative behaviour based on seven metaliteracy areas in KM. Research limitations/implications The study did not include students and other groups related to the academic environment. Their involvement in information processes is a very wide issue and should be the subject of a separate article. Originality/value The paper contributes to research development in the area of information literacy as a KM efficiency factor. IB in this paper is a broad concept, in which the development of metaliteracy is an important aspect of lecturers’ and researchers’ KM and collaboration skills.

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Section: Introductionmentioning

confidence: 99%

Knowledge management and academic information behaviour

Deja

Rak

2019

AJIM

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Virtual Reality Mindfulness for Meta-Competence Training among People with Different Mental Disorders: A Systematic Review

Mitsea,

Drigas,

Skianis

2023

Psychiatry International

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International psychiatry is facing major challenges due to the rapid increase in mental health issues. The forthcoming mental health crisis has opened the debate about the need to broaden the therapeutic horizons with the implementation of digitally assisted mindfulness practices within psychotherapeutic interventions. Mindfulness training is developing into a promising intervention for a variety of health problems and a booster of well-being. At the same time, virtual reality (VR) and especially immersive technologies are increasingly being used as assistive tools in the training of people with special education needs and disabilities (SEND). Μeta-competences refer to a set of self-development skills that incorporate meta-cognitive and meta-emotional attributes, enabling individuals to be self-conscious, self-regulated, and flexible in every aspect of human life. The current review aims to investigate (i) the efficacy of mindfulness strategies in meta-competence training for SEND and (ii) the role of VR as an assistive technology in mindfulness training. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions. The database search provided 1380 records, and 29 studies met the inclusion criteria. The results showed that mindfulness training has the potential to train meta-cognitive and meta-emotional competences among people with different mental disorders, including Attention Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Depressive Disorder, Stress Disorder, and Specific Learning Disorder. VR was found to be an effective assistive technology, providing significant advantages compared to conventional mindfulness interventions. Mindfulness training assisted by immersive technologies was found to significantly improve a wide range of cognitive and socio-emotional meta-competences, including self-awareness, inhibition control, attention regulation, flexibility, positive thinking, and emotional regulation. The results of this systematic review may provide positive feedback for creating inclusive digital training environments.

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Features of Meta-competences in Primary School Children

Cited by 2 publications

References 1 publication

Knowledge management and academic information behaviour

Knowledge management and academic information behaviour

Virtual Reality Mindfulness for Meta-Competence Training among People with Different Mental Disorders: A Systematic Review

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