Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

González, Antônio Paz; Paoloni, Paola-Verónica

doi:10.1039/c5rp00058k

Cited by 49 publications

(46 citation statements)

References 68 publications

(218 reference statements)

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“…Despite the widely discussed relationship between motivation and metacognition as primary components of SRL (see Figure 1), we found only one study of HE students which investigated this relationship. [38] This lack stands in contrast to the relationship between metacognition and cognition, which was investigated in all the studies we found, wherein learning performance stood in as an operational measure of cognition. Perhaps unsurprisingly, González and Paoloni [38] reported that motivation predicted use of metacognitive strategies, and that both motivation and metacognitive strategies predicted students' learning performance.…”

Section: Metacognition Of Higher Education Studentsmentioning

confidence: 67%

“…González and Paoloni, 2015 [38] Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates.…”

Section: Author/s and Yearmentioning

confidence: 99%

“…González and Paoloni, 2015 [38] Planning Evaluation Monitoring None Hawker et al, 2016 [39] Evaluation a None Mathabathe and Potgieter, 2014 [40] Declarative knowledge Procedural knowledge Evaluation None Mathabathe and Potgiete, 2017 [41] Planning Evaluation Monitoring None Sandi-urena et al, 2011 [42] Planning Evaluation Monitoring…”

Section: Nonementioning

confidence: 99%

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Metacognition in Chemistry Education: A Literature Review

Lavi

Shwartz

Dori

2019

Israel Journal of Chemistry

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Metacognition, or 'thinking about thinking', can improve scientific literacy and practices. It involves knowledge of cognition, i. e., being cognisant of one's knowledge, and regulation of cognition, i. e., consciously controlling the process of knowledge acquisition. A self-regulated learner can assimilate new knowledge, conduct inquiry, solve problems and plan ahead his or her learning. While studies have been conducted on metacognition in chemistry education, none have included detailed assignments covering a range of metacognitive strategies. Our review of studies on metacognition in chemistry secondary and higher education also includes also several exemplary assignments on the energy topic for facilitating and assessing metacognition in high school classrooms. We use metacognitive prompts and the construct of chemistry understanding levels, macroscopic, microscopic, symbol, and process, as an approach for metacognitive intervention. Finally, we provide recommendations for educators and a rubric for researchers. Metacognition and Self-Regulated LearningFlavell [11] (1979) defined metacognition as 'knowledge and cognition about cognitive phenomena'. Flavell, Miller, and Miller, [12] who surveyed the large body of literature on metacognition since the 1970s, similarly defined metacognition as 'cognition about cognition'. While the science education literature provides various definitions for metacognition, Jacobs and Paris [13] identified two broad categories, or aspects, that often emerge in most of these definitions: knowledge about cognition, and regulation of cognition. According to Brown, [14] knowledge of cognition is relatively stable, often can be stated, can be fallible and is age dependent, while regulation of cognition is relatively unstable and age independent. Table 1 describes each aspect of metacognition in more detail.Students' gain in metacognition resulting from a metacognitive intervention can be assessed by various research tools, including interviews, questionnaires, think aloud protocols, assignments, and observations. [15,16] According to Ackerman and Goldsmith, [17] students' self-perception of their own performance ability is related to their ability to monitor [a] R.

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Section: Metacognition Of Higher Education Studentsmentioning

confidence: 67%

“…González and Paoloni, 2015 [38] Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates.…”

Section: Author/s and Yearmentioning

confidence: 99%

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Metacognition in Chemistry Education: A Literature Review

Lavi

Shwartz

Dori

2019

Israel Journal of Chemistry

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“…the education system as a whole, their families, and the social environment enveloping them, among other personal, intrapersonal, interpersonal, contextual and situational elements (Vallerand & Blssonnette, 1992). It is linked to student learning (Chiu & Chow, 2010;González & Paoloni, 2015;Yen, Tuan, & Liao, 2011), and has been scientifically evaluated by several authors due to its influence on the learning process (Deci & Ryan, 2000).…”

Section: Introductionmentioning

confidence: 99%

Academic Motivation Scale: Development, Application and Validation for Portuguese Accounting and Marketing Undergraduate Students

Hounsell¹,

Rodrigues²,

Marques³

2018

IJBM

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The purpose of this research is the adaptation of the Academic Motivation Scale (AMS) and its use on Accounting and Marketing college undergraduates. After the AMS had been adapted and changed into the Accounting and Marketing Academic Motivation Scale (AMAMS), it was validated in psychometric terms so that it could become a valid tool to be applied and used in studies involving this type of students. Using structural equation modelling, the AMAMS that resulted from adapting the original AMS model was tested. The new scale thus obtained has produced significant results that were very similar to those of the original scale, which means that it is valid and can be applied to other contexts. The validity and statistical reliability of the new scale made it possible to measure Accounting and Marketing college undergraduates’ motivation in a reliable and robust way. The present research is an important contribution for literature since it is the first time that AMS is adapted to and validated in students of these two areas of management, although it has already been applied to several educational contexts.

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“…Por tanto, el aprendiz se prepararía para detectar sus dificultades y tratar de autorregular su aprendizaje. En caso de no lograrlo, tendría que considerar la posibilidad de buscar ayuda para poder continuar (Briceño, 2009;González y Paolini, 2015;Mathabate y Potgieger, 2014;Schunk y Zimmerman, 2013).…”

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El uso de los errores como herramienta del aprendizaje autorregulado en estudiantes de secundaria

Zamora

Riveiro

Martinez³

2018

AULA_ABIERTA

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IntroducciónAunque tradicionalmente los errores cometidos por los estudiantes se han considerado un obstáculo para el proceso de enseñanza-aprendizaje, desde una perspectiva constructivista se revelan como un potencial impulsor del mismo (Astolfi, 1999). Cuando se acude a un enfoque sancionador para el tratamiento de los errores cometidos por los alumnos, se pierde gran parte de su potencial educativo. Sin embargo, cuando nos alejamos de este enfoque punitivo, el error puede llegar a convertirse en una herramienta más para el aprendizaje (Schank, 1997). Por tanto, el papel de los errores puede ser clave en el aprendizaje.La evaluación es tan importante en el proceso de enseñan-za-aprendizaje que condiciona no solo qué se aprende sino también cómo se aprende. Dependiendo del carácter de la misma, el error puede ejercer funciones muy diferentes. Mientras que, en el caso de la evaluación sumativa, el error presenta una connotación negativa, en el de la evaluación formativa puede constituir una oportunidad para aprender y mejorar. La evaluación formativa es fundamental a la hora de abordar la función reguladora.Tradicionalmente se le ha dado al docente la responsabilidad de regular el aprendizaje del alumnado. Sin embargo, lo verdaderamente deseable, en la idea conseguir que el alumnado ocupe un espacio central en el proceso de enseñanza-aprendizaje es que sea el propio estudiante quien regule su propio aprendizaje, con la asistencia del profesor. Esto es lo que Nunziati (1990) denomina evaluación formadora. En esta vertiente de la evaluación, la capacidad del estudiante para la detección, análisis y gestión de sus propios errores constituye un recurso esencial para el aprendizaje.A la hora de abordar esta última tarea, el constructo denominado aprendizaje autorregulado juega un papel fundamental. Según el modelo propuesto por Zimmerman (2000), el ciclo del aprendizaje autorregulado se organiza en tres etapas: previa, de El uso de los errores como herramienta del aprendizaje autorregulado en estudiantes de secundaria Ángela Zamora Menéndez(*), José Manuel Suárez Riveiro(**) y Diego Ardura(***) (*)Universidad Nacional de Educación a Distancia; (**)Universidad Internacional de la Rioja y (***)Colegio Santo Domingo de Guzmán-FESD RESUMEN Este estudio tuvo como objetivo investigar las relaciones entre la facilidad con que los estudiantes de ciencias de secundaria detectan sus errores, su precisión en la autoevaluación y las variables motivacionales y cognitivas implicadas en el proceso de autorregulación. Tanto en la variable de detección de errores como la de autoevaluación se estudió el efecto de la utilización de guiones de evaluación. En la investigación participaron un total de 151 estudiantes de secundaria. Las variables cognitivas y motivacionales se midieron empleando el cuestionario MSLQ. Los resultados indican que no existe una relación directa entre los procesos de autoevaluación y los de detección de errores. Durante estos últimos se invocan más estrategias cognitivo-motivacionales que en los primeros. El us...

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Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Cited by 49 publications

References 68 publications

Metacognition in Chemistry Education: A Literature Review

Metacognition in Chemistry Education: A Literature Review

Academic Motivation Scale: Development, Application and Validation for Portuguese Accounting and Marketing Undergraduate Students

El uso de los errores como herramienta del aprendizaje autorregulado en estudiantes de secundaria

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