Handbook of Metacognition in Education

Hacker, Douglas J.; Dunlosky, John; Graesser, Arthur C.

doi:10.4324/9780203876428

Cited by 362 publications

(155 citation statements)

References 33 publications

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“…As to Hypothesis 2a (incompetent spellers have poor MK and MS and less accurate ME), in line with Hacker et al (2009) the present study revealed that students who spell well and, therefore, make few errors (i.e., in the top quartile) also appear to perceive themselves as competent spellers, that is, their MK of the self as speller represents their competence; they also assess themselves as using more often MS and have higher FOC after the Dictation test than students of the other quartiles. Concerning spelling performance, participants in the bottom quartile rated themselves as less competent spellers compared to students in the other quartiles.…”

Section: Discussionmentioning

confidence: 62%

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Metacognition and Spelling Performance in College Students

Vanderswalmen

Vrijders²,

Desoete³

2010

Trends and Prospects in Metacognition Research

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Metacognitive knowledge (MK), skills (MS) and experiences (ME) and spelling skills were assessed in 2,095 first year bachelor students. Two questionnaires were created for the present study, namely a prospective and a retrospective metacognition questionnaire. The Prospective Metacognition Questionnaire (PMQ) assessed student"s MK of the self as speller and student"s use of MS in spelling, namely checking of spelling. The Retrospective Metacognition Questionnaire (RMQ). The RMQ assessed metacognitive experiences, namely feeling of confidence (FOC; metacognitive feeling) and estimate of the number of spelling errors (EOSE; metacognitive judgment). Also, a score showing the correspondence between the ratings of FOC and actual performance was calculated as well as a calibration index using the EOSE. At the performance level the type of spelling errors were analysed. Moreover the relationship between spelling performance and MK, ME, and MS was studied to investigate if incompetent spellers had poor MK and MS, and less accurate ME. In addition, the "above-average effect" or the tendency of the average person to believe he or she is above average was looked for. Finally the type of metacognitive measures (MK, MS, ME) that predicted most adequately predict proficient spelling was studied.

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Section: Discussionmentioning

confidence: 62%

“…Actually, Hacker et al (2009) defined writing as applied metacognition. In writing, declarative metacognitive knowledge can take many forms.…”

Section: Spelling and Metacognitionmentioning

confidence: 99%

Metacognition and Spelling Performance in College Students

Vanderswalmen

Vrijders²,

Desoete³

2010

Trends and Prospects in Metacognition Research

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“…An important open question, however, is whether the trained self‐regulated learning skills would transfer to other domains, other environments, or other types of tasks (Koedinger, Aleven, Roll, & Baker, 2009; Roll, Wiese, Long, Aleven, & Koedinger, 2014). For example, would students know how to decide what a suitable next learning task would be in mathematics, when they have acquired task‐selection skills in the context of biology problems?…”

Section: Introductionmentioning

confidence: 99%

Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains?

Raaijmakers

Baars

Paas

et al. 2018

Applied Cognitive Psychology

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SummaryStudents' ability to accurately self‐assess their performance and select a suitable subsequent learning task in response is imperative for effective self‐regulated learning. Video modeling examples have proven effective for training self‐assessment and task‐selection skills, and—importantly—such training fostered self‐regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task‐selection rule or a more general heuristic task‐selection rule in biology would transfer to self‐regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task‐selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self‐regulated learning in math. Future research should investigate how to support transfer of task‐selection skills across domains.

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“…Furthermore, to better understand metacognition requires a deeper look at self-regulation, and the literature often discusses metacognition and self-regulation concurrently (e.g., Efklides, 2008;Hacker, Dunlosky, & Graesser, 2009;Pintrich, 2004;Schraw et al, 2006;Winne & Nesbit, 2010;Zimmerman & Schunk, 2011). This study, therefore, engages metacognition and self-regulation.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

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This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

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Handbook of Metacognition in Education

Cited by 362 publications

References 33 publications

Metacognition and Spelling Performance in College Students

Metacognition and Spelling Performance in College Students

Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains?

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

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