Modelling the Components of Metacognitive Awareness

Abstract

Metacognitive awareness consists of two components, i.e. regulation of cognition and knowledge of cognition. In earlier studies self-evaluation is aligned as a sub-component of regulation of cognition. However, in this study we point out that self-evaluation does not actually regulate the ongoing or forthcoming process but it is a tool used to reflect both knowledge and regulation. This alignment is modelled to assess to what extend self-evaluation can be predicted by the other components of the metacognitive awareness. The model is tested empirically among vocational education students (N= 578) using the Metacognitive Awareness Inventory (MAI). The results of SEM concludes that the conditions and goals appointed by the learner predict the selection of contents and strategies towards self-evaluation of one’s own learning. In other words, by measuring planning or conditional knowledge we could predict other components of knowledge or regulation and, especially, self-evaluation. The findings of this study extensively confirm that planning and knowledge of conditions predict success through the learning process. The results encourage teachers to support students in improving their metacognitive awareness, i.e. expect them to set goals for their own learning.

Comparison of the Metacognitive Awareness Levels between Successful and Unsuccessful Teams in the Turkish Men's Second Volleyball League

“…Kallio, Virta and Kallio assumed that self-evaluation is a link between the knowledge of cognition and the regulation of cognition. They greatly confirmed that planning and knowledge of conditions predict success through the learning process [9].…”

“…The findings of the present investigation indicate that metacognitive processes may be fundamental to effective cognitive control during the match and training in elite volleyball players. Metacognitive processes, such as planning, monitoring, reviewing and evaluating, and metacognitive experiences were central to the adoption and initiation of cognitive strategies during playing [9]. The present study highlights the effect of metacognitive monitoring and control functions to cognitive regulation in the context of Turkish Men's Volleyball Second league.…”

Model problem based learning berbantuan jurnal belajar terhadap kemampuan metakognitif siswa

“…Kemampuan metakognitif yang belum berkembang dapat dipengaruhi oleh cara evaluasi. Penilaian berperan penting pada pembelajaran IPA agar guru mengetahui kemampuan siswa sehingga dapat dilakukan tindak lanjut yang tepat untuk siswa (Iskandar, 2014;Kallio, Virta, & Kallio, 2018;Nurwahidah, 2017;Panchu, Bahuleyan, Seethalakshmi, & Thomas, 2016). Penilaian yang baik adalah penilaian yang menekankan pada proses yang terjadi (Fauziya & Suhara, 2015).…”

The Relationship between Metacognitive Awareness and Receptive Skills of University Students

“…However, receptive skills are highly used since they are widely administered in various language proficiency tests. Learning English or any other language involves many factors, which could be simplified as factors of linguistics and non-linguistic, metalinguistic (Roehr-Brackin, 2018), and metacognitive awareness (Kallio, Virta, & Kallio, 2018). However, the research is more focused on investigating the impact and role of metacognitive awareness in English mastery, particularly for listening and reading comprehension in higher education, which will be explained in section.…”

“…The mental process is essential for higher education students if they are intended to have great literacy competence. Kallio, Virta, and Kallio (2018) have defined mental processes as the activity of probing mental reactions from the text, such as thoughts, feelings, and perceptions, while the readers are less focused on the actions of the materials in the text. As for Roehr-Brackin (2018), it is in line with reading as a process of decision-making, problemsolving, analysis, and evaluating (cognition process), which involves the quality of thinking.…”